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THE 

First  School  Year 


A  COURSE  OF    STUDY   WITH    SELECTION   OF 

LESSON  MATERIAL,  ARRANGED  BY 

MONTHS,  AND  CORRELATED 


For  Use  in  the  First  School  Year 


By  ANNA  B.  THOMAS 

Training  Teacher  for  First  Grade,  California,  Pa.  State 
Normal  School 


THEO.  B.  NOSS,  General  Editor  of  the  Series 


Published  by  the 
STATE  NORMAL  SCHOOL 

California,  pa. 

COPYRIGHT    BY    THRO.    B.    NOSS,    1S98 


THE  SCHOOL  YEAR  SERIES 


Prepared  bj-  the  Training  Teachers  of  the  State  Normal  School, 
California,  Pa. 


The  First  School  Year.  By  Anna  B.  Thomas.  Price, 
80  cts.     [Ready.] 

The  Second  School  Year.  By  Henrietta  M.  Lilley. 
Price,  80  cts.     [Ready.] 

The  Third  School  Year.  By  Ellen  Reiff.  Price,  80 
cts.     [Ready.] 

The  Fourth  School  Year.  By  Katharine  A.  Griel. 
[In  preparation.] 

The  Fifth  School  Year.  By  Herman  T.  Lukens, 
Ph.D.     [In  preparation.] 

The  Sixth  School  Year.  By  Anna  Buckbee.  [In 
preparation.] 

The  Seventh  School  Year.  By  Fr.  A.  Hildebrand. 
[In  preparation.] 

The  Eighth  School  Year.     [In  preparation.] 


PREFACE  BY  THE  GENERAL  EDITOR. 


The  authors  of  this  series  of  books  for  the  vari(3ns 
school  years,  reaHze  fully  the  difficulty  of  the  task 
undertaken.  In  our  own  training  school  we  have  felt 
the  need  of  a  course  of  study,  worked  out  for  the  suc- 
cessive school  months,  and  put  in  print,  so  that  each 
student  teacher  might  have  in  convenient  form  the 
general  plan  of  the  work  to  be  done  in  any  grade  of 
the  school.  The  proper  use  of  the  books  does  not  lead 
to  dull  uniformity ;  but,  on  the  other  hand,  the  general 
scheme  of  the  work  being  definitely  and  consistently 
arranged,  the  mind  of  the  teacher  is  left  the  more  free 
to  study  variety  and  introduce  new  material.  The  use 
of  the  books  is  designed  to  encourage  rather  than  dis- 
courage originality  in  the  teacher,  to  suggest  the  col- 
lecting, day  by  day,  of  new  material,  and  to  provide 
a  definite  place  for  all  that  is  collected. 

It  is  believed  that  the  sequence  of  subject-matter 
in  each  branch  is  approximately  correct,  and  that  the 
general  scheme  for  the  correlation  of  the  various  sub- 
jects is  natural  and  helpful.  The  individuality  of  the 
teacher  has  ample  scope  to  display  itself,  in  making 
such  additions  and  omissions  as  may  seem  desirable. 

The  work  of  the  General  Editor  has  consisted 
chiefly  in  proposing  tlie  general  plan  for  the  books, 
and  in  getting  them  through  the  press. 

Whatever  credit  attaches  to  the  working  out  of 
the  subject-matter  in  each  year,  belongs  wholly  to  the 
individual  authors  of  the  books. 

Theo.  B.  Noss. 


54:^«95 


AUTHOR'S  PREFACE. 


''All  beginnings  are  difficult."  No  one  realizes 
this  more  than  the  teacher  of  first  year  children.  The 
aim  in  the  preparation  of  this  book  has  been  to  aid  pri- 
mary teachers  in  the  selection  and  arrangement  of 
lesson  material  and  to  offer  some  suggestions  as  to 
method  of  teaching. 

In  the  choice  and  arrangement  of  lesson  material 
for  first  year  pupils,  it  is  not  necessary  to  separate  the 
various  subjects  from  each  other  as  in  later  years.  The 
mental  life  of  the  child  demands  that  no  sharp  lines 
between  subjects  should  be  drawn. 

Because  of  the  child's  physical  surroundings  and 
his  love  for  living  things,  Nature  Study  has  here  been 
largely  used  as  the  basis  of  the  course  and  other  sub- 
jects have  been  correlated  with  it. 

The  principle  of  correlation  has  not  been. forced. 
The  child's  surroundings  in  nature  form  an  important 
and  interesting  part  of  his  daily  life,  and  hence  should 
often  have  a  controlling  influence  in  the  choice  of  les- 
son materials. 

It  is  not  absolutely  necessary  that  one  subject 
rather  than  another  should  be  thus  used  as  a  basis, 
but  it  is  important  that  the  different  subjects  be  prop- 
erly and  helpfully  related  to  each  other  in  instruction. 

History  becomes  at  certain  times  in  the  year  the 
leading  subject.     For  example,  "The  Pilgrim  Work," 

2 


Author's  Pkeface.  3 

takes  the  children  by  story  and  song  and  iUustration 
into  other  countries,  bringing  them  into  close  relation- 
ship with  the  people  and  their  customs. 

Advantage  is  taken  of  days  that  are  of  special  im- 
portance, as  Thanksgiving,  Christmas,  the  birthdays 
of  Washington,  Lincoln  and  other  noted  men,  these 
for  the  time  becoming  the  center  of  thought. 

jMany  stories  and  poems  related  to  the  Nature 
Lessons  are  given.  The  books  from  which  these  se- 
lections have  been  made  are  named  in  the  outlines  of 
the  different  subjects.  A.  B.  T. 


"  '•• 

'   ^   }'?."'■  r"       "Z     ?,    „^l    /o*"      ■,  '     " 

COI 

^SPECTUS  OF  FIRST 

fV 

I.     NATURE  STUDY 

11.     LITERATURE  AND  HISTORY 

CO 

h 

DU 
liJ 
(J) 

FrrnVs— Special  study  of  the 
apple 

Xmres— Special   study    of 
maple, oak  and  horse  chest- 
nut leaves 

FZojr^Ts— Special  study  of  the 
golden  rod 

1  The  Sleeping  Apple 

•2  The  Little  Maple  Leaves 

3  The  Anxious  Leaf 

4  Little  Golden  Rod 

5  The  Origin  of  the  Golden 
Rod  and  Aster 

Memory  Poe.ms 

1  Lady  Golden  Rod 

2  How  the   Leaves   Came 
Down 

3  Sunny  Golden  Rod 

■ 

U 

o 
h 
o 
o 

f  Planting 
^^vnsJ  Gathering 

L  Distribution 
Special  study  of  Indian  Corn 

1  Seedlings  on  the  Wing 

2  The  Little  Brown  Seed 

3  The  Planting  of  the  Corn 
Field 

4  Poem— Only  a  Little  Seed 

Indian    Corn    in    Early 

History 
Cultivation  by  the  Indians 
Story  of  Mondamin 

Q*   Preparation  for  Winter 
hj   1  Nature's  preparation 
Tf,   2  Man's  preparation 
^  3  Animal's  preparation 
2   Special  Study: 
UJ   The  Migration  of  Birds 

> 

O 

z 

1  The  Crane  Express 

2  The  Fantail  Pigeon 

3  Jack  and  Jenny  Sparrow 

4  The  Sandpipers 

•5  Pearl  and  her  Pigeons 
6  How  Patty  gave  Thanks 

The  Coming  of  the  Pilgrims. 
Voyage.  Landing.  Winter. 
The    First   Thanksgiving. 
Their  Relation  to  the  In- 
dians.   Samoset.   Squanto. 
A  National  Holiday 

w 

m 

u 
o 
w 
p 

Animal  study-Sheep,  Camel, 
Donkey 

Modes  of  Traveling 

Teach  in  simple  way  the  sur- 
roundings o  f  t  h  e  Christ 
Child 

Mountain,  Valley,  Desert 

The  Legend  of  St.  Christo- 
pher.   The  Fir  Tree.    The 
Chris" mas  observations  in 
England, Germany,France, 
Holland,   Norway,   etc. 
Poems.— Piccola;  0  Little 
Town  of  Bethlehem;  Why 
do  Bells  for  Christmas 
Ring?  etc. 

The  Christ  Child.    TheJour- 
nev   to   Bethlehem.     The 
Shepherds.  The  Wise  Men. 
(SeeBenHur.)    The  S'.ory 
of  the  Egyptian.  The  Storv 
of  the  Hindoo.    The  Story 
of  the  Greek.     Christmas 
in  the  Barn 

( 

The  New  Year 
1  Divisions:  Seasons,  Months, 
►.        Weeks,   Days,    Hours. 
•1*      Minutes.     2   Measurement 
Ph       of  Time,   Illustrate    using 
<       Clock,  Calendar,   Hour- 
3       glass,  etc.    3  Daily  observa- 
)^       tion  of  ground,  trees,  river, 
if;       etc.      4   Eskimo    animals: 
<i      Seal,  Bear,    Walrus,    Dog, 
r>      Whale 

1  The  Fairy's  New  Year's  Gift 

2  An  All-the-Y  ear-Round 
Storv 

3  The  Discontented  Clock 

4  How  People  Used  to  tell 
Time 

5  The  Unhappy  Pine 

6  The  Story  of  Agoonack 

7  Selected  Stories  from  Little 
Children  of  the  Cold 

8  The  White  Seal 

Memory  Poems 

1  Old  Time's  Watchers 

2  What  is  the  New  Year  for? 

3  The  Pine  Tree's  Secret 

4  Pine  Needles 

The  Eskimo  and  his  Country- 
Co!«;fr;/— Appearance,  C  1  i  - 

mate,  Vegetation,  Seasons, 

Day  and  Night 
.Es«?«o— Appearance,  Home, 

Food,  Travel,  Hunting, 

Games,  Skill 

YEAR  WORK. 


III.    NUMBER 


Concrete  exercises,  based  on 
parts  of  tlower,  foot  ruler, 
calendar,  etc. 

1  The  Four  Steps.  2  One-half 
of  2.  3.  etc.  3  Lines  one  inch, 
two,  three,  etc.  4  A  triangle 
one  inch  on  each  side.  5  Sci- 
ence problems  growing  out 
of  Nature  lessons.  G  Number 
of  pints  in  quart 


IV.    LANGUAGE 


V.    THE  ARTS 


1  The  Four  Steps  2  One-half 
of  4.  of  G,  etc.,i40f4  3  A  rect- 
angle one  inch  on  each  side. 
4  Compare  with  triangle.  5 
Science  problems  growing 
outof  seed  work.  G  Measure- 
ment. 7  Problems  in  Nature 
work 


1  Oral  expression.    Word  drill 

2  Short  sentences  from  Nature! 
work 

:>  Printed    lessons   embodying 

the  thought  of  the  child 
4  Chart  lessons 


Miittic — Interval  work.  Songs 
growing  out  of  nature 
lessons.  Pictitrcs—FTmis, 
flowers.  Drawing  and  mod- 
eling the  apple.  Leaves 
for  special  study  drawn 
and  mounted 


h- 


1  Short  stories  reproduced  tiy  Music— Chart  work.     The 
children.    Printed  lesson  stafY,  lines,  spaces.    Nature 

2  The  sentence  songs 

3  Capitalization   and    punctu-  Drau-iug— Drawing,  mount- 
ation  ing  and  painting  of  seeds 

4  Phonic  work.    Chart 


1  The  Four  Steps.    2  One-half  Continue  word  and  sentence  Music— Chart  and  intervals, 


ot  ;i,  i  of  5.  3  The  Pentagon 
4  Lines— horizontal,  vertical 
oblique.  .T  Problems  related 
to  Nature  work.  6  Nov.  cal- 
endar 


work 
Printed  lesson  from  literature 

given  in  the  child's  language 
Writing  of  easy  words  from 
dictation.    Chart 


1  Songs— Where  the  Birds 
Go.  2  Chilly  little  Chick- 
ad  e  e  s .  3  Thanksgiving 
Songs.  4  Father  we  Thank 
Thee.  5  Eight  White 
Sheep.  Picttires— Animals, 
Fruits.  Embarking  of 
Pilgrims 


1  The  Four  Steps.    2  One-half  See  former   months.    Printed  3/?mr-Interval  work.  Songs, 


of  6.  i  of  G.  3  The  Hexagon. 
4  Compare  new  figure  Avith 
pentagon,  "i  Use  of  toy 
money— lessons  in  b  u  y  i  n  g 
and  .selling.  Nature  prob- 
lems.   Rectangle  work 


lessons  in  the  child's  lan- 
guage. 1  Story  of  the  Christ 
Child.  2  The  Wise  Men.  3 
The  Shepherds.  Short  les- 
sons from  chart  and  board 
Sentence  forms 


1  The  Four  Steps.    2  Teach  ob-  See  former  months 
.iectively  V.>  of  7.  i  of  7.     3  1  Reproduction 
Lines  7  inclies  long,  feet.    4  2  Sentence  building 
Seven  days  in  one  week.    .5  3  Printed  lessons  from  Nature 
Many   problems  relating  to      work  and  Literature 
time.      G    Liquid    and    Dry  4  Words  from  dictation 
Measure.   January  calendars  5  A  First  Re^Mler  or  Primer 
made  by  pupils.  '6  Oral  and  written  spelling.     7 

Use  of  capital  letters  in  the 
sentence,  proper  names, 
places,  etc.  8  Printed  lessons 
from  Eskimo  and  a  n  i  m  a  1 1 
study 


Eight  White  Sheep;  <"hrist- 
nias  Songs.  Pictitre  s—l 
Madonnas.  2  Shepherds 
and  Sheep.  3  The  Nativity. 
Drairing  —  Simple  lesson 
growing  out  of  work.  Star, 
Tent,  Manger,  Tree,  etc. 


Mvsic—1  Chart  and  Interval 
work.  2  5oMf/.s— The  clock 
Song.  The  Little  New  Year. 
Tiny  Little  Snow  Flakes. 
Good  Morning.  New  Day. 
The  Pendulum.  Drawing- 
Clock,  Candle,  Moon,  Sled, 
Igloo,  etc. 

Pictures  of  Animals.  Pictures 
from  Eskimo  Life.  Model- 
ing Clay  Cubes  for  build- 
ing house,  Sewing,  Rein- 
deer, Seal,  Bear,  Dog 


CONSPECTUS  OF  FIRST 


I.    NATURE  STUDY 


II.     LITERATURE  AND  HISTORY 


Daily  Observation^ 
Animal  Study  {^^l^^' 


Appeaeaxce  of  Spring 

Twigs  and  Buds 

Special  study  of  Lilac,  Horse 
Chesluut,  '  Pussy  Willow, 
M;  pie,  as  to  size,  color, 
coveriuor,  shape,  position 
and  development  of  buds 
AiPv,  Wind.  Sun 

Air— pure,  impure 

Properties  of  Air 

Wind— Use.  Power.  Direction 

Sun— Position,  Size 

Day  and  Night 


Stories.  WashinqPn.  1  The 
Planting  of  the  Seeds.  2  The 
Cherrv  Tree.  3  The  First 
Flag.    4  Story  of  the  Colt 

Lincoln.    1  His  early  home. 

2  Struggle  for  Education. 

3  The  Story  of  the  Pig.    4 
Story  of  Jamie.    5  Poems 


1  Lessons  in   Reading  from 

"All  ihe  Year  Round" 
■1  Pussy  Willow's  Hood 

3  Pussy    Willow  —Child's 

World 

4  The  Maple  Tree's  Surprise 

5  The  Kind  Old  Oak— C."s  W. 

6  The  Sun  and  the  Wind 

7  How    West    Wind    helped 
Dandelion 

8  Spring  and  her  Helpers 

9  The  North  Wind  at  Play 

10  The  Four  winds  in  Hia- 
watha 


Washinglon  —  Stories  relat- 
ing to  his  life  as  a  boy. 
man,  soldier  and  states- 
man 

Z^HCo/??— Stories  relating  to 
boyhood,  manhood.  His 
life  as  a  boy,  mwa,  soldier, 
statesman 


1  Value  of  the  Willow 

2  Pre]>aration  for  weaving. 
Its  use  in  making  baskets, 
chairs,  etc. 

3  Fairy  Pussies 

4  The  Meeting  of  the  Winds. 
—  Child's   World 

5  Ulysses    and    the   Bag   of 
i     winds 

6  What   the    Winds   bring— 

Steadinan 

7  Hermes  > 


^ 


1  Daily  observation   of   the  1  Only  a  Little  Seed  j7  The  Lost  Chicken— CViiW 
I     changes  in  Nature.     The  2  How  the  Beans  c^me  up  World 

appearance    of    Springs  How  the  Thistle  helped        S  The  Story  of  "Speckle" 
!     flowers  and  return  of  birds  4  The  Straw,  the  Coal  of  Fire  1 9  The  Street  Musicians 

2  Germination.     From  the      and  the  Bean  10  The  Uglv  Duckling 


n   I     drv  seed  to  the  plant 
5  i  3  Study  of  Domestic  Birds 
^i     Chicken  and   Duck   for 
I     special  study 


■5  The  Pea  BlObSom- McMnrnj 
6  The  Farmer  and  the  Birds 
—CliiUVs   World 


11  The  Little  Red  Hen 


Daily  observations  of  Nature  1  Mr.  Rana's  J)  inner— Shy  7  The  Broken  Wing 


Length  of  Dav— Heat,  Power      Neighbors 

of  Sun  2  Our  Rain  Frogs 

Rapid  growth  of  plants  3  The  Frog's  Eggs 

Special  study  of  4  The  Scarecrow 

1  Frf  g  and  Toad  from  the  Q^g  5  The  Nest  of  Many  Colors 
to  the  tadpole,  etc.  6  How  the  Robin  got  its  red 

2  Birds  in  General.   Special—      Breast 
The    Bluebird  and  the 
Robin 

3  Nests   of   different    birds. 
How  constructed 


Origin  of  the  Woodpecker 

9  Little  Yellow  Wing 

10  Mr.  and  Mrs.  Robin 

11  Who  Stole  the  Bird's  Nest? 

12  The  Emperors  Bird's  Nest 


YEAR  WORK— Continued 

III.     Nl'MBER  I 


IV.    LANGUAGE 


1  The  Four  Steps.     2  Much  Omtinue  former  work 
objective  number  work  re-  1  Oral  reproduction  of  stories 
lated  to  the  Science  ami  lit-  2  Short  written  reproductions 
erature.    3  The  octagon.    4  3  Committing  of  short  poems 
rectangles  8x1,  4x2.     5  Hall  4  Daily    reading   and   phonic 
and  fourth  of  8.    6  Measure,      drills 
one  gal.— 8  pints 


1  Combinations  and  separa- 
tions. 2  The  rectangles  :^x3 
and  9x  1 .  3  Problems  growi  ng 
out  of  Nature  work.  4  Much 
out-door  measurement 

5  Practical  lessons  in  buying 
and  selling 

6  Measures;  pints,  quarts 

7  Thinking  problems 

8  Square  inch,  foot,  yard 


1  Continue  Reading  from  book 
and  board 

2  Give    printed   leaflets  using 
the  child's  oral  expression 

3  Children  write  correctly 
short  stories 

4  Daily  phonic  drills 

5  Short  poems  for  memorizing 

6  Dictation  and  copying 


1  The  Four  Steps 

2  Money  values.  The  dime, 
dollar,  eagle 

3  Review  of  lines.  Measure 
line  ten  inch,  ten  feet.  Es- 
timate length. 

4  The  rectangle  .5x2,  10x1 

5  Science  i>roblems.  Buying 
and  selling  j>roblems 

6  Ground  measurements 


See  Former  Months 

Children  compose  short  stories, 
selecting  their  own  subjects 

Read  frequently  from  book 
and  leaflets 

Much  review  Avork  of  words, 
sentences,  etc. 

Special  care  in  articulation, 
pronunciation  and  capitali- 
zation 


V.    THE  ARTS 


Portraits  of  Charactci-s.    An- 
imal i>ictiires.     Easy  draw- 
ing of  house,  tree,  hatchet, 
hat,  sword,  boat,  etc. 
National  hymns  and  songs 
Work  in  national  colors 


1  Painting,  drawing,  mount- 
ing and  modeling  twigs, 
buds  and  leaves 

2  Pictures,  Spring  scenes 

3  Nature  Sungs 

1  Which  Way  <loes  the  Wind 
Come?  2  Je>us  bids  us 
shine.  3  God  is  there.  4 
Weather  song.  .'>  see  Mil- 
lions of  Brit{ht  Raindrops. 
6  Little  Jack  Frost 


A  Review  of  the  Year's  Work 
Much  out-door  work 
Making  of  garden  beds  by 

measurement  in  feet  and 

yards 
Measure  and  lay  out  rectangles 

from   directions  given   by 

teacher 


Supplementary  reading  books  Complete  Music  Chart  to 


Mvsic— Chart  and  Interval 
work.  S  o  n  g  s  :  —  1  What 
Robin  Told.  2  Pretty  Little 
Violet.  3  Oh,  You  Pussy 
Willow.  4  Over  the  Bare 
Hills.  5  The  Song  of  the 
Bee.    7  Rainbow  Song 

Painting  of  ihe  dry  seed,  the 
plantlet  and  leaf 

Illustration  of  stories 


Review  of  the  year's  vccabu 
lary  | 

Frequent  tests  in  pronuncia-| 
tion,  writing,  spelling  and' 
reproduction  | 

Printed  leaflets  from  Nature  i 
work  adapted  to  children 


One  Sharp.'     1   All   the 
Birds  have  come  Again.    2 
The  Bluebird  Song.    3  Two 
Ro  in  Rolbreasts.   4  A  Lit- 
tle Woodiiecker.    5  Flv  Lit- 
tle Birds 
'  Clay  moulding  of  eggs 
j Drawing  and  coloring 
'stories  illustrated  by  teach- 
I     ers  and  cluldren 
1  Pictures  adapted  to  story 


SEPTEMBER. 


L    NATURE  STUDY. 

There  is 
no  other  time 
in  the  year 
•when  Nat- 
ure stretches 
out  her  hand 
so  invitingly 
as  in  the 
m  o  n  t  h  of 
Septem- 
ber. Green 
woods,    bril- 

September  Shrikbery  li^^^-     flowers, 

fruit-laden  trees,  birds  and  butterflies  all.  around  extend 
greeting  and  seem  to  say,  "This  is  the  crowning  sea- 
son of  the  year."  Children  revel  in  their  surround- 
ings. They  carry  to  the  school-room  fruits,  flowers, 
and  whatever  they  are  most  interested  in,  the  things  in 
which  their  interests  have  been  most  awakened.  The 
children  of  the  first  year  wish  to  tell  you  of  the  red 
apples,  yello\y  pears,  and  rosy-cheeked  peaches  that 
grow  on  their  trees,  of  the  blue  grapes  on  the  vine,  the 
bird's  nest  in  the  cherry  tree,  and  the  flowers  in  garden 
and  field.    It  is  therefore  most  natural  to  plan  the  work 


10  September, 

according  to  the  season  of  the  year,  taking  the  child's 
environment  as  a  guide,  building  upon  what  he  already 
knows,  and  leading  him  on  new  voyages  of  discovery. 
It  was  Froebel  who  said  that  the  ideas  introduced 
from  month  to  month  should  bear  essential  relations 
to  the  life  of  the  child  and  to  each  other,  and  that  the 
child  should  see  more  and  more  fully  his  own  nature 
and  that  of  the  world. 

Fruits^  Flowers,  Leaves. 

FRUITS. 

1.  Naming  of  familiar  fruits. 

2.  Collection  of  many  varieties. 

3.  Shape,  color,  parts,  use,  taste. 

4.  Compare  the  apple  with  pear,  quince,  peach, 

etc. 

5.  Recall  the  blossom  and  trace  the  growth  of 

the  apple. 

6.  Recall  the  early  fruits  (c.  g.,  cherry.) 

7.  Name  fruits  which  we  buy  but  do  not  find 

growing  in  our  climate.  Banana,  orange, 
lemon,  etc. 

8.  Talk  of  the  trees  on  which  our  common  fruits 

grow;  use  pictures  and  illustrations  of  the 
trees  from  which  we  get  our  imported 
fruits.  In  our  schools  are  found  children 
from  other  countries  than  our  own,  and 
we  remember  the  pleasure  with  which  the 
little  Italian  girl  carried  in  her  offering  of 
fruit,  saying,  ''This  is  from  my  country,'* 
and  what  an  opportunity  it  was  to  get  near 
to  the  little  stranger. 


Nature  Study.  11 

She  told  of  the  lilne  sky,  the  water, 
the  fruits,  and  many  otlier  things,  and  thus 
the  class  formed  mental  pictures  of  other 
lands  and  understood  to  some  degree  our 
dependence  upon  the  products  of  other 
countries. 
9.  ^Nlake  a  special  study  of  the  apple,  as  to  form, 
parts,  size,  taste  and  variety. 

FLOWERS. 

Conversation  Lessons. 

1.  Lead  children  to  recall  spring  flowers. 

2.  Then  summer  flowers. 

3.  Have  collection  of  September  flowers. 

4.  Talk  of  the  uses  of  flowers. 

5.  Observe  form,  size,  color,  habits,  fragrance, 

beauty,  etc. 

6.  Encourage  children  to  bring  them   iiuo  the 

school-room  and  have  them  tell  what  they 
know  of  their  habits,  where  they  grow, 
what  makes  them  grow,  which  they  pre- 
fer, wdiy?  Do  they  have  flower  gardens? 
Which  grow  on  bushes?  \\hich  grow 
from  seeds?  Do  any  grow  on  vines? 
Show  me  a  red  flower ;  a  yellow  flower. 
Do  you  know  a  blue  flower?  A  white 
one?  Which  flowers  grow  in  the  garden? 
\Miich  in  the  fields  ?  Where  are  the  spring 
flow^ers  now? 

These  cjucstions  are  suggestive  of 
many  others  that  should  be  asked  in  the 
conversation  lessons.    The  important  thing 


12  Septembee. 

now  is  freedom  of  expression,  and  the  abil- 
ity  to   question   well  means   much  to  the 
children  of  this  grade. 
7.  Special  Study  of  the  Golden  Rod  : 

1.  Habits.     Found   on   the   roadside,    field 

and  woods ;  blooms  late  in  summer ; 
has  many  roots. 

2.  Stem.     Erect — stout — hairy — two  to  six 

feet  high,  and  branching  near  the  top. 

3.  Leaves.     Alternate,  lance-shaped,  tooth- 

ed and  pointed. 

4.  Flozvers.     Yellow — many  small  heads — 

clusters  along  branches  and  spreading 
at  the  top.  Bring  the  whole  plant  to 
the  class  for  observation  and  study. 

LEAVES. 

Conversation  Lessons  : 

1.  Have  many  specimens  of  familiar  leaves,  as 

the  maple,  oak,  horse-chestnut,  apple,  etc. 

2.  Compare    familiar    leaves,    showing    resem- 

blances and  differences. 

3.  Teach  the  following  parts :     Blade,  stem  or 

petiole,  covering,  pulp,  stipules. 

4.  The  shapes  of  a  few  well  known  leaves. 

5.  By  illustration  and  observation  show  vena- 

tion.    Compare  with  the  body. 

6.  Compare  the  margins  of  leaves  of  different 

kinds.     Compare  a  smooth  edge  with  one 
which  is  saw-toothed. 

7.  Arrangement   of   leaves    on    the   stems:     i. 

Opposite.     2.  Alternate.-    3.  Whorled. 


Literature  and  History.  13 

8.  Uses    of   leaves:     i.  To    the    plant.     2.  To 

man.     3.  To  animals. 

9.  Autumnal  changes.     What  ones  change  their 

color?  Why?  Which  do  not?  Use  of 
leaves  after  falling. 
It  should  be  understood  that  in  the  primary 
grades  only  prominent  or  attractive  feat- 
ures are  to  be  emphasized,  the  chief  object 
being  to  awaken  an  interest  in  nature  and 
encourage  a  spirit  of  investigation. 


IL    LITERATURE  AND  HISTORY. 

The  work  in  Literature  and  History  has  its  rela- 
tion to  the  nature  topics.  It  is  given  in  story  form, 
either  in  connection  with  the  nature  lessons  or  in  sep- 
arate lessons. 

Whether  literature  or  history,  it  is  merely  "the 
story''  to  the  children. 

Some  one  says  that  the  nature  lesson  does  for  the 
primary  school  what  the  gifts  and  occupations  do  for 
the  kindergarten,  and  the  literature  and  history  answer 
to  the  plays  and  games. 

We  cannot  separate  the  literature  from  the  history. 
Emerson  says,  "Literature  is  best  history."  In  the 
conspectus  an  attempt  has  been  made  to  place  the  liter- 
ature chiefly  in  one  column  and  the  history  in  another, 
yet  the  history  tells  its  story  in  poem  and  in  song. 

Stories. 

1.  "The  Sleeping  Apple,"  Child's  World. 

2.  "The  Origin  of  the  Golden  Rod  and  Aster,"  Miss 
Cook's  Myths. 


14 


September. 


"The  Little  Maple  Leaves,"     Cat  Tails. 
"The  Anxious  Leaf,"  Beecher's  Norwood. 
■'Maple  Trees,"  American  Primary  Teacher,   Sep- 
tember,  1896. 

"The  Little  ^laple  Tree,"  lb.,  May,   1897. 
"Little  Golden   Rod,"  Cat  Tails. 
"What  the  Oak  Said,"   Stories  from  Garden  and 

Field. 
"Falling  Leaves,"  Ih. 
"The  Old  Oak  Tree,"  lb. 
"The  Autumn  Leaves,"  All  the  Year  Round. 
"Autumn  Leaves,"  Nature  Stories,  Florence  Bass. 
"Stories  of  Philemon  and  Baucis,"  Cook. 

September  Poems. 

"September,"  Helen  H.  Jackson. 
"Lady  Golden  Rod." 

"How  the   Leaves   Came   Down,"    Classic    Litera- 
ture, Mc]\Iurry. 
"Golden  Rod." 
"The  Kitten  and  the  Leaf,"  Wordsworth. 

The  following  beautiful  little  poem  is  given  for 
memory  work  in  connection  with  the  study  of  the 
Golden  Rod.  Have  the  entire  plant  before  the  class  or 
let  each  child  have  a  plant. 

If  the  teacher  will  ask  the  questions  and  have  the 
children  give  the  answers,  it  can  be  easily  learned. 

Golden  Rod,  Why  Do  You  Look  So  Brightf 

1.  Golden  Rod,  why  do  you  look  so  bright? 
The  sun  has  given  me  part  of  his  light. 

2.  What  makes  you  grow  so  straight  and  tall? 
Fm  trying  to  answ^er  an  upward  call. 

3.  Why  do  5^ou  bloom  in  summer  so  late? 
Fm  told  to  be  patient — that  I  must  wait. 

4.  What  makes  you  beautiful.  Golden  Rod? 
Fm  trying  to  tell  what  I  know  of  God. 

5.  Golden  Rod,  what  can  we  learn  from  you? 
To  be  cheerful  and  gentle,  modest  and  true. 


Literature  and  History.  15 

The  following-  two  poems  may  aid  in  the  selection 
of  memory  work  : 

The  golden  rod  is  yellow ; 

The  corn  is  turning  brown ; 
The  trees  in  apple  orchards 

With    fruit   arc   bending   down. 

The  gentian's  bluest  fringes 

Are  curling  in  the  sun ; 
In  dusty  pods  the  milkweed 

Its  hidden  silk  has  spun. 

The  sedges  flaunt  their  harvest 

In  every  meadow  nook; 
And  asters  by  the  brookside 

Make  asters  in  the  brook. 

From  dewy  lanes  at  morning 

The  grape's  sweet  odors  rise ; 
At  noon  the  roads  all  tlutter 

With  yellow  butterflies.— H.  H. 

Tell  Mc,  Stinny  Golden  Rod. 

Tell  me,   sunny  golden  rod, 

Growing  everywhere, 
Did   fairies   come   from  fairyland. 

And  weave  the  dress  you  wear? 

Did  you  get  from  mines  of  gold. 

Your  bright  and   sunny  hue? 
Or  did  the  baby  stars  some  night, 

Fall  down  and  cover  you? 

Are  you  clad  in  bright  sunshine. 

Caught  from  summer's  day, 
To  give  again  in  happy  smiles 

To  all  who  pass  your  way?  ,, 

Lovely  are  you,   golden   rod, 

I  will  try,  like  you. 
To  fill  each  day  with  deeds  of  cheer, 

Be  loving,  kind  and  true. 


16        _      '  September. 

This  poem  is  set  to  music  in  Primary  Education, 

September,  1898. 

In  Apple  Tree  Town. 

Three  wise  men  lived, 
In  Apple  Tree  town, 
So  wise,  each  wore 
A  big,  big  frown ; 

But  they  couldn't   tell  whether, 

Ahem  !  Ahem ! 
The  apple  seed  points  to  the 

Flower  or  stem: 
'Tis  sad,  but  true, 
That  none  of  them  knew — 
Do  you?     Do  you?  Do  you? 

UL    NUMBER, 

Ideas  of  number  are  first  given  by  use  of  objects. 

This  work  is  to  be  presented  so  that  the  children 
will  make  all  discoveries  for  themselves ;  hence  it  is 
necessary  to  have  a  variety  of  material  for  the  number 
lessons.  Some  teachers  prefer  to  omit  number  v/ork 
altogether  in  the  primary  grades.  If  number  is  taught, 
it  should  be  by  such  concrete  methods  as  are  here  sug- 
gested, and  in  close  connection  with  other  subjects 
having  an  interesting  content.  Objects  should  be  used 
in  which  the  child  is  most  interested ;  like  those  named, 
or  flowers,  leaves,  fruits,  insects,  etc.  The  children  are 
first  led  to  see  numbers  as  wholes,  as  groups  of  objects ; 
two  leaves,  three  flowers,  three  horse-chestnuts.  All 
the  combinations  and  separations  are  then  worked  out, 
either  by  the  objects  in  their  hands  or  by  observation  of 
the  same  in  the  hands  of  the  teacher. 

THE   FOUR  STEPS. 

The  four  steps  are  taught  at  the  same  time,  e.  g.. 
show  me  three  leaves ;   put  two  on  right  hand  side  of 


Number.  17 

desk  ;  one  on  the  left  hand  side.  Tell  the  story.  Two 
leaves  and  one  leaf  are  three  leaves.  Hold  one  flower 
in  the  right  hand,  one  in  the  left  and  put  one  on  your 
desk;  how  many  in  each  place?  How  many  in  all? 
One  and  one  and  one  are  three. 

I  have  how  many  apples?  Three.  Now  T  shall 
give  Bessie  one ;  how  many  are  left  ?  Two.  How 
many  did  I  take  away?  One.  This  will  serve  as  an 
illustration  of  the  first  lessons.  Following  this  oral 
work  give  the  figures  and  the  signs  :  +,  — ,  X,  -i-,  ^, 
using  the  terms  and,  less,  times,  divided  by,  and  are. 

Colored  sticks  are  helpful  in  the  first  year  work. 

So  many  occupation  lessons  may  be  given  in  which 
the  sticks  are  used,  besides  their  entering  into  almost 
every  lesson  in  number.  The  teaching  of  lines  and 
measurement  is  commenced  and  carried  throughout 
the  year.  Here  the.  sticks  are  helpful.  It  will  be  nec- 
essary to  have  them  exactly  one,  two,  three,  or  more 
inches  in  length.  The  Foot  Ruler.  Teach  the  chil- 
dren how  to  use  the  foot  ruler ;  to  find  one,  two,  three, 
or  more  inches,  to  draw  these  measures  first  with, 
then  without,  the  ruler,  always  insisting  upon  neatness 
and  accuracy.  Let  the  children  make  foot  rules  and 
half-foot  rules  from  cardboard,  strips  of  wood,  and 
other  material.  Teach  easy  lessons  in  liquid  measure, 
using  the  pint  and  quart,  having  the  pupils  do  the 
measuring. 

PROBLEMS. 

Many  little  problems  must  be  given.  Whenever 
possible  have  them  related  to  the  nature  lessons. 

Tov  monev  should  be  used  that  the  value  of  the 


18  September. 

pieces    may   be    readily    recognized.     Simple   business 
transactions  in  buying  and  selling  should  be  arranged. 

THE  TRIANGLE. 

Teach  the  triangle,  first  using  the  colored  sticks. 
Take  three  sticks.  Show  how  to  form  the  triangle. 
Talk  about  lines,  sides  and  corners.  Make  it  with  the 
inch  sticks.  Count  number  of  inches  around.  Draw 
triangle  one  inch  on  each  side. 

SEPTEMBER  CALENDAR. 

1.  Draw  rectangle  on  blackboard. 

2.  Decorate   with   colored    crayon,   say   Golden 

Rod  and  Aster. 

3.  Divide  into  four-inch  squares. 

4.  Teacher  or.  children  mark  days  of  the  week. 

5.  Count  days  frequently — days  of  week,  days 

of  month. 
The  foregoing  is  intended  to  give  an  idea  of  what 
may  be  done  the  first  month  in  number  work,  and  will 
serve  as  a  foundation  for  the  work  of  the  year. 

Outline  of  Number  Lessons  for  September. 

1.  Combinations  and  separations. 

2.  The  figures  i,  2,  3,  etc. 

3.  The  words  one,  two,  three,  etc. 

4.  The  signs  +,  — ,  X,  ^,  =• 

5.  The  drawing  of  parallel  lines  both  vertical 

and  horizontal,  and  oblique.  At  this  time 
they  might  be  called  standing  lines,  lying 
down  lines,  and  falling  lines. 


Lancuage.  19 

6.  The  measuring"  and  drawing  of  one  inch,  two 

inches,  tliree  inches,  etc.     Use  of  foot  rul- 
er, etc. 

7.  The  making  of  the  triangle  from  sticks,  cut- 

ting from  paper  and   drawing.     Frequent 
lessons  in  color. 

8.  Notice  lines,  sides  and  corners. 

9.  Easy    lessons    in    licjuid    measure    involving 

pints  and  quarts. 

10.  Money   lessons    involving   cents.     Also    the 

dollar. 

11.  September  calendar. 


IV.    LANGUAGE. 

The  language  work  of  the  first  year  naturally 
grows  out  of  the  Nature  work  and  the  Literature.  As 
oral  language  precedes  written  language,  so  the  first 
months  of  the  child's  school  life  should  be  devoted 
largely  to  oral  expression. 

Children  should  be  allowed  and  encouraged  to  ex- 
press themselves  freely  and  often  about  the  things  that 
are  most  interesting  to  them. 

All  children  are  interested  in  a  well  told  story, 
and  naturally  wish  to  reproduce  it. 

Early  in  the  year,  short  stories  should  be  told  for 
oral  reproduction. 

The  first  efforts  will  be  single  sentences. 

Connected  sentences  follow,  the  children  finally  be- 
coming able  to  reproduce  a  story  as  a  connected  whole. 

The  written  language  must  necessarily  be  very 
simple.     A  foundation  for  this  work  will  be  the  recog- 


20  September. 

nition  and  writing  of  words,  such  as  see,  give,  fake, 
bring,  and  short  expressions  as  /  see,  I  have,  using 
these  same  words  and  expressions  in  the  written  work. 

Short  sentences,  to  be  read  from  the  blackboard, 
growing  out  of  the  nature  work,  as.  See  the  apple,  I  see 
the  leaf.  See  the  red  apple,  I  see  the  green  leaf.  The 
same  or  similar  sentences  should  be  printed  for  the 
reading  lesson  of  the  class.  The  language  work  is  a 
part  of  every  lesson  of  the  day,  and  every  exercise, 
whether  oral  or  written,  should  have  in  it  that  which 
will  give  the  child  power  and  acQL.iracy  in  expression. 

Leaf  Stories,  First  Developed,  then  Printed.  Such 
as, 

1.  The  sugar-maple  leaf  is  yellow. 

2.  The  sugar-maple  leaves  are  green. 

3.  The  maple-leaf  has  three  sharp  points. 

4.  The  oak-leaf  has  seven  points. 

5.  Oak  leaves  have  seven  points. 

6.  The  horse-chestnut  has  five  leaves. 

7.  They  are  fastened  together  on  one  stem. 

8.  See  the  leaves  falling ! 

READING. 

Reading,  as  now  taught,  includes  sense  training, 
voice  culture,  games  and  plays,  imaginative  work,  and 
reasoning.  The  word  method  gives  a  drill  on  the 
words.  The  phonic  method  gives  a  key  to  independ- 
ent thought,  vocal  training,  and  conscious  strength  in 
making  out  new  words  and  the  recognition  of  old  ones. 

PHONIC   WORK. 

The  phonic  work  should  begin  about  the  second 
month  of  the  child's  school  life.     From  the  verv  first 


Language.  21 

day,  however,  the  teacher  has  in  mind  the  preparation 
of  the  children  for  this  important  step.  The  simplest 
sounds  are  given  first  as  ;//,  ;/,  s,  f,  p,  followed  by  such 
combinations  as  sm,  st,  sn,  etc.,  the  children  at  first 
simply  imitating-  the  teacher.  She  must  be  able  to  use 
lips,  and  teeth,  and  tongue,  and  throat  in  a  clear  and 
distinct  manner,  and  then  come  to  the  child's  level  and 
show  him  how  to  use  his  organs  of  speech  in  produc- 
ing correctly  the  desired  sounds.  For  drill  work  lists 
of  words  containing  the  same  sound  or  combination  of 
sounds  are  given,  as,  band,  sand,  land,  ring,  sing,  bring, 
string,  light,  might,  right,  sight,  fight,  bright,  flight,  etc. 
In  the  mechanics  of  reading,  devices  are  used  as  a 
means  in  bringing  about  the  desired  results. 

Poetns. 

Come,  little  leaves,  said  the  wind  one  day, 
Come  o'er  the  meadows  with  me  and  play ; 

Put  on  your  dresses  of  red  and  gold, 

For  summer  has  gone  and  the  days  grow  cold. 

Dear  Apple.   Wake  Up. 

1.  A  good  little  girl  sat  under  a  tree, 

Calling,   "Dear  apple,   come  down  to  me," 
But  the  apple  slept  on,  and  did  not  hear, 
Though  loudly  she  called,  "Come,  apple,  dear." 

2.  The  little  birds  flew  to  the  old  apple  tree. 

And  sang,  "Dear  apple,  w?ke  up  for  me.  ' 
The  raindrops  fell  down  with  a  gentle  tap.  tap ; 
But  did  not  disturb  the  apple's  nap,. 

3.  At  last  Mr.   ^\'ind  came  rushing  that  way, 

The  child  said,   "Dear  Wind,   O   help   mc,   I   pray." 
"O  yes,  that  I  will!"  and  he  blew  all  around. 

Till  the  apple  woke  up,  and  jumped  to  the  ground. 


22  September. 

V.    THE  ARTS. 

MUSIC.  ' 

The  value  of  music,  in  every  grade  of  the  school, 
is  everywhere  acknowledged ;  but  in  no  other  depart- 
ment does  it  play  so  important  a  part  as  in  the  primary 
grade. 

The  song  has  its  place  in  the  morning  exercise,  the 
recreation  period,  and  the  regular  class-work. 

''Let  us  sing,"  is  the  request  most  frequently 
heard  from  little  children  who  are  taught  to  love  and 
feel  the  worth  of  song. 

That  these  songs  make  a  lasting  impression  is  be- 
yond doubt,  and  it  is  therefore  very  important  that  all 
selections  be  chosen  with  this  thought  in  mind.  What 
effect  will  this  or  that  selection  leave  upon  the  children  ? 
Do  the  songs  they  sing  make  them  more  kind,  more 
thoughtful  toward  one  another? 

Is  the  sentiment  of  the  songs  adapted  to  the  child's 
age  and  understanding,  and  will  this  sentiment  influ- 
ence him  for  good?  Is  the  music  within  the  compass 
of  his  voice,  and  is  he  taught  to  use  this  precious  in- 
strument carefully? 

I  heard  a  grown  man  say,  ''The  songs  I  learned  in 
my  early  life  have  never  been  forgotten.  When  hun- 
dreds of  miles  away  from  home  these  songs  of  child- 
hood come  back,  bringing  with  them  untold  happiness." 
Make  the  children  happy  through  music,  and  keep 
well  in  mind  that  the  influence  of  music  pervades  not 
only  childhood,  but  the  whole  of  life. 

Suggestive  songs  for  morning  exercises  : 
I.  Father,  we  Thank  Thee. 


The  Arts.  23 

2.  Jesus  Bids  us  Shine. 

3.  Good  Morning  Song. 

4.  The  Lord  is  Aly  Shepherd. 

5.  Bring  Them  In. 

6.  Jesus  Is  the  Morning  Star. 

7.  God  is  There. 

8.  Children.  Grateful  for  INTeeting. 

September  Songs : 

I.  Grasshopper  Green. 

2;  See  Millions  of  Bright  Raindrops. 

3.  The  Song  of  the  Bee. 

4.  The  Cobbler. 

5.  Once  There  was  a  Little  Kitty. 

6.  Little  Boy  Blue. 

7.  The  Little  Alice  are  Creeping. 

8.  The  Family.' 

9.  A  Little  Woodpecker  Am  I. 

Theory. 

1.  Teach  scale,  ascending  and  descending. 

2.  Drill  often  in  interval  work,  beginning  thus  : 

I,  2,  I.     I,  2,  2,  I.     I,  2,  3,  I,  etc. 

3.  Draw  the  staf¥,  teaching  lines,  spaces,  posi- 

tions of  C,  etc. 

4.  Insist  upon  soft,  sweet  tones. 

DRAWING. 

To  draw  is  the  delight  of  the  majority  of  children. 
The  crude  pictures  of  the  child's  imagination  represent 
to  him  an  entire  story. 

He  attempts  houses  and  trees  and  hills  as  well  as 


24  September. 

locomotives  and  wonderful  ships.  Should  he  not  be 
encouraged  and  assisted  in  thus  expressing  himself? 

The  Nature  Study  and  the  Literature  cannot  be 
well  presented  without  the  aid  of  illustrations,  and 
from  these  lessons  also  the  drawing  of  the  children 
naturally  comes. 

For  the  September  work  select  the  leaves  that 
have  been  specially  studied  and  have  them  drawn. 
Have  children  observe  carefully  the  same  points  as  in 
the  teaching  lesson. 

Draw  stems  having  leaves  arranged  alternately ; 
also  those  having  the  opposite  arrangement. 

The  painting  of  leaves  and  twigs  in  water  colors. 

For  September  chart  work  let  there  be  a  collec- 
tion of  green  leaves  and  flowers  pressed  and  mounted, 
including  such  as  are  given  for  special  study. 

WRITING. 

The  writing,  as  well  as  the  language,  is  a  part  of 
every  lesson  of  the  day,  and  is,  therefore,  taught  in 
connection  with  the  other  subjects.  The  children 
should  be  supplied  with  lead  pencils,  without  erasers, 
and  pencil  paper.  Slates  may  be  used,  but  for  many 
good  reasons  the  paper  is  preferable. 

The  forms  of  letters  and  words  placed  upon  the 
blackboard  for  copying  should  be  several  times  the 
size  of  ordinary  writing,  and  in  the  early  writing  les- 
sons children  should  be  encouraged  to  make  the  forms 
large  upon  the  paper. 

Children  do  not  see  things,  in  the  same  way,  any 
more  than  grown  people,  and  especially  in  regard  to 
size   is   this   noticeable.     Therefore,   we   prefer   paper 


The  Arts.  25 

without  lines  and  spaces,  that  they  may  have  more  free- 
dom in  the  written  expression. 

I  heard  two  men  discussing  the  size  of  the  moon 
as  it  appeared  to  them  in  the  heavens.  One  said  that 
it  looked  the  size  of  a  wagon  wheel,  while  the  other 
saw  it  the  size  of  a  dinner  plate.  Written  forms  on 
the  board  appear  of  dififerent  size  to  different  children. 

Nothing-  but  good  forms  should  be  given  to  the 
children,  and  as  the  first  writing  is  learned  by  imita- 
tion, so  the  children  by  daily  repetition  of  the  same 
forms  gradually  acquire  a  uniform  size. 

The  necessity  for  all  teachers  using  the  same  letter 
forms  in  the  primary  grade  will  be  readily  seen ;  there- 
fore, a  special  system  of  penmanship  should  be  adopt- 
ed and  closely  followed. 

Children  are  generally  more  interested  in  wanting 
a  word  than  in  w^riting  a  single  letter. 

A  child  sees  or  draws  a  hill ;  he  wants  to  see  the 
crayon  say  it ;  he  wishes  to  write  the  word  and  his  ef- 
forts surprise  you.  The  word  "hill"  means  something 
to  him  and  is  much  more  interesting  than  h  or  i  or  11 
standing  alone. 

There  is  a  time,  however,  for  the  drill  work  on  let- 
ters as  to  form,  and  width,  and  height. 

Some  one  says  reading,  spelling,  language,  and 
writing  are  an  organic  unity,  and  it  is  economy  of  time 
to  know  how  to  teach  all  vvhile  teaching  one  of  them. 

CONSTRUCTIVE  WORK. 

If  you  wish  the  children  under  your  care  to  be 
happy,  let  them  ''make  things."  Before  entering 
school  little  hands  have  reveled  in  making  clay  mar- 


26  September. 

bles  and  mud  pies.  Do  not  remove  from  them  these 
pleasures,  but  direct  their  hands  now  in  the  way  of 
doing  definite  work. 

The  preparation  of  the  clay  is  very  simple.  Di- 
rections may  be  found,  on  each  brick  or  package  of 
clay  flour. 

The  teacher  has  an  important  part  to  perform  in 
this  and  every  other  lesson.  It  is  her  province  to  di- 
rect, to  encourage,  and  to  help  where  necessary ;  to 
make  the  work  pleasant  and  instructive,  having  in 
mind  a  definite  aim  as  to  the  result.  Children  must 
follow  the  leader  with  eye  and  car. 

In  September  the  following  objects  may  be  mod- 
eled :  Sphere,  hemisphere,  marbles,  apple,  peach,  pear, 
lemon,  orange,  etc. 

The  child's  inventive  power  will  soon  assert  itself, 
and  should  be  encouraged.  He  will  find  stems  for  his 
apple.  From  the  hemisphere  he  will  construct  a  bird's 
nest  and  model  the  eggs  for  it.  He  will  change  the 
apple  to  an  orange,  peach  or  pear,  and  ask  to  model 
something  that  is  known  only  to  himself.  This  is  an 
opportunity  for  the  teacher  to  know  better  the  child. 

Cufti]ig. 

Circles,  eggs,  apples,  etc. 

Children  early  learn  to  draw  around  the  tablets, 
makiuQ-  for  themselves  manv  of  the  forms. 


Foldiiig. 


Take  the  four-inch  square. 

1.  Name  the  color. 

2.  Count  the  sides. 


The  Arts.  27 

3.  Count  the  corners. 

4.  Name  the  corners. 

5.  Fold  the  square,  bringing  the  edges  together, 

as  directed  by  teacher. 

6.  Name  the  form. 

7.  Show  the  cdi^^Q  of  the  book. 

8.  How  many  corners? 

9.  Where  is  the  outside? 

10.  What  color  is  the  inside? 

11.  Open  the  book. 

12.  Make  a  story  for  your  book. 

^lany  other  questions  will  suggest  themselves. 

In  another  lesson  the  square  is  folded  into  four 
two-inch  squares  and  becomes  a  window,  with  four 
panes,  a  large  field  made  into  four  small  fields.  The 
children  observe  and  see  new  relations.  They  will  make 
the  following  statements  if  questioned  clearly. 

The  large  field  is  four  inches  long  and  four  inches 
wide. 

We  made  four  small  fields. 

The  small  field  is  two  inches  long. 

The  small  field  is  two  inches  wide. 

There  are  two  fields  in  one-half  of  the  square. 

Two  fields  and  two  fields  are  four  fields. 
2+2=4 

2X2=4 
Pastiiii^. 

^lake  borders  of  colored  circles,  teaching  the 
standard  color,  shade  and  tint  as  early  as  practicable. 

Give  lessons  showing  arrangement.  Have  chil- 
dren show  standard  color,  tint  and  shade.  Let  number 
play  an  important  part  in  these  lessons. 


28  Septembee. 

Sezving. 

Secure  either  the  assorted  threads  or  the  crewels. 
Buy  the  cards  already  perforated,  and  be  careful  to 
have  the  perforations  large.  Thread  the  needles  for 
the  children. 

Patterns  for  Sezi'ing. 

1.  Single  circle. 

2.  Double  circle. 

3.  Apple  and  other  fruit  outlines. 

4.  Easy    borders,    consisting   of   vertical,    hori- 

zontal and  oblique  lines. 

Here  is  an  opportunity  for  teaching  color,  number, 
and  design. 

Illustrations  for  September,  either  in  color  or  pen 
and  ink. 

FRUITS. 

Apple,  pear,  peach. 

LEAX'ES. 

Maple,  oak,  horse-chestnut,  apple,  peach. 
Drawing,  tracing,  and  painting. 

Some  Stigfgfestions. 

The  opening  day  of  the  primary  school  is  a  most 
interesting  and  difficult  one.  It  is  the  beginning  of  a 
new  life  for  the  children  who  enter  that  day  for  the 
first  time,  and  a  glad  welcome  should  await  them. 

These  first  days  call  for  skill  and  insight  on  the 
part  of  the  teacher.  She  can,  by  word  and  action,  in- 
still into  the  heart  and  mind  of  the  children  a  love  for 
school  life,  or  create  in  them  a  dislike  that  mav  remain 


The  Arts.  29 

through  hfe.  Let  these  first  days  be  days  of  close 
companionship  between  teacher  and  children.  Let  the 
work  be  pleasant  and  bright  and  never  burdensome. 
There  should  l)e  no  unhappy  faces.  It  takes  so  little 
to  make  children  happy,  and  there  are  so  many  avenues 
open  for  reaching  them  that  there  should  be  no  sad 
faces  in  the  primary  school.  To  those  who  love  and 
study  children  it  is  w^ell  known  that  what  is  sweetest, 
best  and  noblest  is  brought  out  through  patience,  sym- 
pathy and  love ;  and  that  it  is  only  as  we  enter  into 
the  closest  relationship  with  them  that  we  reach  and 
move  that  wonderful  thing — a  child's  will.  Let  all  be 
done  in  a  spirt  of  love. 

These  first  days  must  be  given  largely  to  adapting 
children  to  their  new  home.  How  shall  this  be  done? 
Let  the  children  tell  you  of  their  own  homes,  of  what 
they  do  and  what  they  most  enjoy.  Lead  them  through 
conversation  lessons  to  feel  that  this  new  home  belongs 
to  all  and  to  each  of  them ;  that  it  must  be  taken  care 
of  just  as  the  home  from  w^hich  they  have  come,  and 
that  each  one  has  a  part  in  taking  care  of  it  and  mak- 
ing it  beautiful ;  that  the  management  of  the  whole  de- 
pends upon  the  united  efforts  of  all. 

Do  not  notice  mistakes  in  the  early  days.  It  takes 
time  to  make  the  transition  from  the  home  to  the 
school.  In  a  short  time  the  children  become  accus- 
tomed to  their  new  surroundings  and  are  glad  and 
willing  to  do  their  part  in  working  out  your  plans. 
Help  them  to  adapt  themselves  to  their  new  surround- 
ings. In  the  very  simplest  things,  directing  is  neces- 
sary. They  must  be  taught  how  to  rise  from  their 
seats,   how  to   stand,   and   how    to    sit,   how    to   pass 


30  September. 

to  and  from  class  so  as  to  save  time  and  promote  good 
order ;  how  to  use  the  right  and  left  hands ;  how  to 
find  place  and  direction,  etc. 

How  shall  all  this  be  done  ?  It  takes  time,  and  the 
teacher  may  feel  that  she  cannot  afford  it.  Take  it 
now  and  you  will  save  it  in  the  future. 

FINDING  PLACE. 

Try  the  following  for  finding  place :  Show  me 
the  right  hand  ;  the  left  hand  ;  the  right  foot ;  the  left 
foot;  the  right  side  of  the  desk;  the  left  side  of  desk; 
the  top  of  desk ;   the  center  of  desk. 

We  call  the  following  "The  Play  of  the  Pencil" : 
Children  may  take  the  pencil  in  the  right  hand ;  as  I 
talk  move  the  pencil ;  the  pencil  is  on,  under,  over,  be- 
low, at  the  right  side,  at  the  left  side,  in  the  center  of, 
in  the  middle  of  right  side,  in  the  middle  of  left  side, 
middle  of  front  edge,  middle  of  back  edge,  upper  right 
hand  corner,  lower  right  hand  corner,  upper  left  hand 
corner,  lower  left  hand  corner  of  the  desk. 

Children  enjoy  doing  these  things,  and  the  far- 
seeing  teacher  knows  how  such  drills  will  tend  toward 
good  habits  and  lighten  the  work  of  coming  days.  Very 
soon  she  can  say  to  her  class,  "Show  me  the  upper  left 
hand  corner.  Begin  your  work  there."  Children  un- 
derstand and  require  no  further  directions. 

THE   CARDINAL   POINTS. 

Let  the  cardinal  points  be  fixed  by  some  interest- 
ing device.  This  will  illustrate :  Did  you  see  the  sun 
rise  this  morning?  Where?  Let  us  point  with  the 
right  hand  toward  the  point  where  it  rose.     What  shall 


The  Arts.  .'U 

\vc  call  it  ?  East.  Do  yon  ever  watch  it  .qo  out  of 
sight  in  the  evening?  Whore?  What  shall  we  call 
that  ?     West. 

W  here  are  all  the  birds  which  were  here 
through  the  summer?  Some  child  will  say,  "They 
have  gone  South,  where  it  is  warm."  What  direction 
have  you  noticed  them  flying?  Let  us  sing,  "Where 
Do  All  the  Birdies  Go?"  and  point  toward  the  South 
as  we  sing. 

Now  let  us  stand  and  extend  the  right  hand  to- 
ward the  East,  or  where  the  sun  rises,  and  the  left 
hand  toward  the  place  where  it  sets. 

\Miat  direction  is  behind  us?  South.  Now, 
there  is  another  direction  in  which  we  are  all  looking. 
By  questioning  as  to  where  the  cold  winds  come  from 
you  will  get  them  from  the  children,  North. 

Teach  this  stanza  : 

Whichever  way  the  wind  doth  blow 

Some  heart  is  glad  to  have  it  so ; 
Then  blow  it  east,  or  blow  it  west, 

The  wind  that  blows,  that  wind  is  best. 

These  general  exercises  bring  out  the  timid  chil- 
dren, and  are  an  excellent  means  of  getting  them  to 
feel  easy  and  at  home  in  their  new  surroundings.  This 
first  year  should  be  to  the  child  an  ideal  school  home, 
to  which  he  comes  daily,  not  because  he  must  come,  but 
because  it  is  a  place  where  he  is  happy  in  having  a  part 
in  the  work,  and  in  having  the  feeling  that  school  will 
not  be  complete  without  his  presence. 

THE  SCHOOL   HABITS  OF   THE  FIRST   YEAR. 

"The  usefulness  of  the  school  consists  in  the  form- 
ation of  good  habits.'      So,  in  the  first  year  the  aim 


32  September. 

should  be  to  direct  and  help  the  children  to  form  such 
habits  as  may  be  followed  throughout  life.  The  time 
taken  for  this  training  means  more  to  the  child  than 
all  the  information  he  acquires. 

As  the  teacher  faces  a  crowded  room  represent- 
ing nearly  as  many  families  as  there  are  children,  each 
having  his  peculiar  home  habits  and  natural  charac- 
teristics, the  situation  is  a  perplexing  one.  Even 
though  it  has  been  met  many  times,  the  surroundings 
are  never  just  the  same. 

There  are  habits  to  be  formed  which  affect  only 
the  child  concerned  ;  there  are  others  which  relate  to 
the  good  of  the  whole  school. 

HABITS  RELATING  TO   THE   SCHOOL   COMMUNITY. 

The  most  important,  perhaps,  is  the  habit  of  re- 
specting the  rights  of  the  other  children.  There  are 
many  things  which  are  not  wTong  in  themselves,  which 
nevertheless  cannot  be  permitted  in  the  school. 

The  little  child  does  not  understand  this.  He 
has  not  been  restrained  hitherto.  He  has  been  a  noisy, 
happy  little  creature,  never  still  for  a  moment.  He 
has,  perhaps,  been  the  indulged  child,  whose  every 
wish  has  been  gratified.  Now  the  bold,  impetuous 
ones,  and  the  timid  and  tearful  are  all  brought  to- 
gether for  the  first  time,  and  all  is  changed.  They  all 
belong  to  one  family,  in  which  each  one  must  respect 
the  rights  of  his  neighbor. 

Each  must  be  taught  that  running,  talking,  sing- 
ing, etc.,  are  not  wrong  in  themselves,  but  there  must 
be  a  time  for  these  and  all  other  exercises ;    that  his 


The  Arts.  33 

own  rights  must  be  respected,  and  therefore  he  must 
respect  the  rights  of  every  other  child. 

In  connection  with  this  teach  school  culture.  I  do 
not  see  why  in  this,  or  any  other  grade,  children  should 
not  be  systematically  trained  to  observe  the  little  acts 
of  courtesy  which  are  so  pleasing.  To  remove  hats 
when  coming  into  the  room,  to  hold  them  in  their  hands 
until  they  pass  out  of  the  room,  to  lift  the  hat  when 
they  meet  you,  to  avoid  passing  in  front  of  others  and 
to  apologize  when  it  becomes  necessary,  to  receive  fa- 
vors with  Thank  you,  to  cultivate  a  pleasant  tone  of 
voice,  to  be  considerate  one  toward  another,  to  help  in 
keeping  desk  and  school  room  in  order,  to  be  cleanly  in 
person  and  careful  of  clothes  are  among  the  habits  that 
sl:ould  be  formed. 

Not  less  important  are  habits  of  observation,  at- 
tention, industry,  obedience,  kindness,  gentleness,  and 
helpfulness.  Show  pupils  how  they  may  help  one  an- 
other, and  that  each  little  child  must  be  on  the  alert  to 
give  assistance  to  some  other  child  who  is  in  need  of 
help.  And  lastly,  teach  the  child  to  be  self-reliant,  to 
have  confidence  in  his  own  strength,  and  do  everything 
that  he  possibly  can  without  assistance.  Instead  of  di- 
recting their  efforts  we  often  hinder  their  progerss  by 
giving  unnecessary  or  unwise  help. 


OCTOBER 


I.    NATURE   STUDY. 


Leisure  Hour. 


These  autumn  clays  are 
rich  in  opportunity  for  nature 
teaching.  Flowers  are  daily 
becoming  rarer,  the  leaves 
have  almost  fulfilled  their 
mission,  but  autumn  fruits 
and  seeds  take  their  place  and 
tell  the  story  of  nature's  com- 
pleteness, and  through  the 
seemingly  lifeless  seed  the 
beautiful  lesson  of  life  is 
taught. 

SEEDS. 


The  children  are  encouraged  to  bring  many  varie- 
ties of  seeds  together  for  study ;  to  tell  all  they  know 
of  their  uses.  Let  the  first  thought  be  that  through 
the  seed  the  plant  reproduces  itself;  that  every  perfect 
seed,  whether  large  or  small,  has  in  it  the  life  element ; 
that  people  and  animals  could  not  subsist  without  the 
seed  as  a  food. 

Show  how  nature  has  planned  for  the  distribu- 
34 


Nature  Study.  35 

tion  of  seeds ;  that  wind  and  water  have  their  parts  as 
well  as  man  and  animals.  Have, pupils  notice  care- 
fully the  resemblances  an.d  dififerences  in  seeds  and 
the  characteristics  of  common  ones.  How  such  seeds 
as  the  thistle  and  dandelion  will  float  upon  the  water 
and  be  borne  great  distances. 

These  and  other  seeds  have  special  attachments 
by  v.hich  they  are  carried  far  away  from  the  parent 
plant.  The  maple  seed  has  a  wing-,  the  dandelion  a 
tuft  of  fine  hair,  the  baby  milkweed  a  gown  of  silk,  by 
which  attachments  the  wind  carries  them  miles  away. 

Some  seeds  have  hooks,  others  are  found  inside  of 
burrs  by  which  they  attach  themselves  to  whatever 
they  come  in  contact  with ;  for  example,  sheep,  cow, 
and  dog,  and  are  thus  disseminated. 

As  the  leaves  of  the  horse-chestnut  and  oak  were 
selected  for  September,  so  the  nuts  of  these  trees  are 
given  for  special  study. 

The  last  week  of  the  month  is  given  to  the  study 
of  the  Indian  corn,  which  has  been  selected  as  a  type  in 
the  seed  work  of  the  first  year. 

SEEDS   AND  THEIR   DISTRIBUTION. 

I.     Uses  of  Seeds. 

1.  Reproduction  of  plant. 

2.  A  food  for  man  and  animals. 
H.     The  Parts  of  the  Seed. 


HI.     Distribution  of  Seeds. 


man. 
animals, 
water, 
^wind. 


36  October. 

IV.     Planting  of  Seeds. 

1.  Preparation  of  soil. 

2.  Condition  of  soil. 

3.  Conditions  for  growth. 

4.  Seeds  planted  in  the  spring. 

5.  Seeds  planted  in  autumn. 
V.     The  Gathering  of  Seeds. 

1.  By  man. 

2.  By  animals. 

SPECIAL  STUDY INDIAN   CORN. 

Have  the  entire  plant  hefore  class. 

T.     Study  plant  as  a  whole ;    height,  ihickness, 
joints,  roots,  arrangement  of  leaves,  posi- 
tion of  ear,  tassel,  and  silk. 
II.     Study  Plant  as  to  Parts. 

1.  Take  each  part  of  the  plant,  leading 

the  child  to  see  for  himself  how  the 
perfect  grain  comes  from  the  har- 
monious working  of  all  the  parts. 

2.  Notice  length  and  width  of  leaves  and 

their  venation. 
III.     The  Dry  Stalk. 

1.  Examine  outside — inside. 

2.  How  fibre  differs  from  pith. 

3.  Compare  with  wood,  having  a  cross- 

section. 

4.  Compare  bark  of  wood  with  fibre. 

5.  Compare  rings  with  pith. 

6.  What  the  rings  mean  in  the  section  of 

wood. 


LlTEHATUKE   AND    IIlSTOKY.  37 

IV.     The  Ear. 

1.  Arrangement  of  kernels. 

2.  Number  of  rows ;   odd  or  even. 

3.  Varieties  of  corn. 
\'.     Uses  of  Corn. 

1.  Ground  for  meal.     How  prepared? 

2.  Homin}'.     How  prepared? 

3.  Boiled  on  cob.     Canned. 

4.  Corn  starch. 

5.  Food  for  animals. 

6.  Use  of  husks. 

7.  Use  of  stalks. 
\L     Cultivation. 

1.  How  is  it  planted? 

2.  Process  of  cultivation. 

3.  Husking,  storing,  shelling. 

4.  Why  called  Indian  corn? 

5.  How  cultivated  by  the  Indians? 


IV.    LITERATURE  AND  HISTORY. 

From  Longfellow's  Hiawatha  simplify  and  adapt 
the  story  of  ^londamin.  As"  a  preparation  for  this 
beautiful  Indian  legend  the  following  may  be  sug- 
gestive : 

1.  Picture  of  Indian  chief. 

2.  Picture  of  Indian  children. 

3.  \\'igwam. 

4.  Stories  of  Indian  life. 

5.  Illustrations  of  Indian  life. 

6.  Condition  of  our  country  when  discovered. 
7    The  Indian's  power  of  endurance. 


38  October. 

THE    STORY    OF    MONDAMIN. 

Word  pictures  and  illustrations : 

1.  Ossea,  the  "Son  of  the  Evening  Star." 

2.  The  tent  in  the  forest. 

3.  His  love  for  nature. 

4.  What  he  saw  each  day. 

5.  The  coming  of  Mondamin. 

6.  The  wrestling  of  Ossea  and  Mondamin. 

7.  The  victory  of  the  boy. 

8.  The  grave  of  Mondamin. 

9.  The  coming  of  the  corn. 

10.  The  mystery  revealed  to  the  boy. 

11.  The  great  spirit's  rich  gift,  Mondamin;  the  na- 
tion's food. 

The  Planting  of  the  Cornfield  is  to  be  prepared  in 
the  same  manner.  This  literature  from  Indian  life 
gives  the  children  an  insight  into  the  characteristics  of 
another  race.  History  now  forms  an  interesting  study, 
as  the  children  hear  for  the  first  time  of  the  discovery 
of  their  country  and  the  finding  of  this  race  of  people ; 
of  how  they  lived ;  of  the  finding  of  the  corn.  Tell 
them  of  the  rude  methods  of  cultivation  by  the  Indians, 
and  have  them  compare  with  modern  methods,  let 
them  draw  their  own  conclusions. 

The  Dandelion  Cycle. 

"Pretty   little    Goldilocks,    shining  in   the   sun, 
Pray  what  will   become  of  you,   when  the  summer's  done?" 

"Then  I'll  be  old  Silvcrhcad,  for,  as  I  grow  old. 
All  my  shining  hair  will  be  white,  instead  of  gold." 


Number.  39 

'And  where  rests  a  silver  hair  that  has  hlown  from  me, 
Other  httle  Goldilocks  in  the  spring  you'll  see!" 

'Goldilocks  to  Silverlocks,  Silverhead  to  gold. 
So  the  change  is  going  on  every  year,  I'm  told." 

Teach  this  poem  : 

Only  a  little  seed. 
Very   small   indeed, 
Put  it  in  the  ground, 
In  a  little  mound. 
Wait  and  see, 
What  it  will  be. 

Stories  : 

1.  "Seedlings  on  the  W^ing,"  Cat  Tails. 

2.  "The  Little  Brown  Seed." 

3.  "The   Chestnut   Boys.  '    Child's   World. 

4.  "The  Stolen  Corn,"  Grimm. 


IIL    NUMBER. 

To  make  the  mimber  lessons  interesting  and  prof- 
itable with  little  children  requires  much  in  the  way  of 
devices.  The  work  is  a  building  up  process,  new  num- 
bers being  added  to  the  structure  each  month. 

Throughout  the  year  the  same  general  plan  will 
be  seen  in  the  outlines,  but  it  will  be  necessary  for  the 
teacher  to  find  new  ways  of  presenting  the  work. 

NATURE NUMBER. 

Count  the  leaves  on  the  corn  stalk. 

How  many  are  green? 

How  many  are  brown  ? 

Count  the  joints  on  the  cornstalk. 

How  many  large  roots? 

How  manv  small  ones? 


40  October. 

Are  there  more  large  roots  or  small  ones  ? 

Mary  may  find  the  tassel.  Show  me  one  part ; 
another,  until  all  are  counted. 

Let  us  look  at  the  ear.  Who  will  tell  us  some- 
thing about  it  ?  Teacher,  lead  the  children  to  speak  of 
the  rows. 

Let  us  take  out  one  row.  Children,  count  as 
teacher  removes  grains. 

Now  we  will  count  the  remaining  rows.  Each 
one  get  an  ear  and  find  out  how  many  rows  of  grain 
there  are  on  the  cob. 

Name  all  the  varieties  of  corn  you  can  think  of. 
What  kinds  furnish  food  for  man  ?     For  animals  ? 

COLOR   WORK. 

Color  enters  into  the  work  of  the  first  year,  and 
has  its  place  largely  in  the  number  lessons.  Children 
should  be  early  taught  to  recognize  and  distinguish 
the  primary  colors ;  to  know  something  of  shades  and 
tints ;  to  arrange  circles,  triangles,  and  rectangles  into 
beauty  forms. 

This  is  the  ''color  work,"  and  it  is  most  fascinat- 
ing to  children.  Through  the  bright  circle  and  the 
square  the  dry  facts  of  number  are  made  things  of 
beauty.  The  educational  value  is  readily  seen ;  chil- 
dren  get  not  only  number,  but  form,  color,  harmony, 
and  arrangement.  The  well  arranged  color  lessons 
strengthen  the  habits  of  attention,  interest,  industry, 
neatness,  and  cleanliness. 

Ask  for  the  half  of  four.  Give  each  child  four 
bright  circles  and  he  readily  tells  you.     Have  the  cir- 


Number,  41 

cles  mounted  with  the  statement  below,  ^  of  4  circles  = 
2  circles. 

THE  RECTANGLE. 

The  rectangle  work  becomes  a  pleasure  when  con- 
structed v.ith  colored  squares.  Beginning  with  the 
square  inch  build  up  the  rectangle  4x1  or  2x2,  using 
either  two  harmonious  colors  or  dififerent  shades,  or 
tints  of  the  same  color. 

What  is  the  result?  The  children  express  just 
what  they  have  done.  "The  rectangle  is  four  inches 
long  and  one  inch  wide;  it  has  four  square  inches. 
The  rectangle  is  two  inches  long  and  two  inches  wide." 

Let  there  be  frequent  use  of  the  foot  ruler.  Meas- 
ure at  the  sand  table  a  garden  bed  two  feet  long  and 
one  foot  wide.  Compare  this  with  another  bed  four 
feet  long  and  two  feet  wide.  What  is  the  difference 
in  length  ?     In  width  ?     In  area  ? 

^fake  all  work  interesting  and  practical.  ''Let 
things  that  have  to  be  done  be  learned  by  doing  them." 

Outline  of  Number  Lessons  for  October. 

1.  The  perception  of  the  number  as  a  whole. 

Four  apples ;  eight  nuts ;  six  boys ;  ten 
leaves.  Picture  representations  of  groups 
of  four. 

2.  Combinations      and      separations.     Children 

make  all  discoveries  by  means  of  objects. 
I  of  4;  i  of  4;   1-3  of  6. 

3.  The  figures  i,  2,  3,  4,  etc.     The  words  one, 

two,  three,  etc. 

4.  Abstract  work  growing  out  of  the  concrete. 


42  October. 

5.  Science  problems  about  trees,  leaves,  seeds, 

nuts,  squirrels,  etc. 

6.  A  line  six  inches  long.     Compare  this  line 

with  a  line  three  inches  long;    two  inches 
long. 

7.  The  square  inch. 

8.  The  rectangle  4X1  ;    ^Xi-     Compare. 

9.  The  area  of  these  rectangles. 

10.  Compare  rectangle  with  triangle. 

11.  Liquid  measure.     Dry  measure. 

12.  Buying  and  selling. 

13.  ^Making  October  calendar. 


IV.    LANGUAGE, 

NEW    WORDS.       • 

Each  day  should  add  new  words  to  the  child's  vo- 
cabulary. From  the  stories  told  to  the  children  in  con- 
nection with  the  nature  and  literature  studies  these 
words  are  selected.  They  are  written  upon  the  black- 
board for  class  drill  in  recognizing  words,  and  for  writ- 
ten or  seat  work  afterw^ards. 

The  number  of  words  given  depends  altogether 
upon  the  interest  the  children  take  in  their  work,  and 
the  manner  in  which  it  is  presented  by  the  teacher. 

The  October  list  should  include  such  words  as  the 
following :  Seed,  coat,  wheat,  corn,  stalk,  acorn,  wal- 
nut, chestnut,  dandelion,  milkweed,  flour,  meal,  mill, 
roots,  joints,  the  name  of  the  month,  the  names  of  the 
days  of  the  week,  .the  names  of  colors  as  seen  in  nature 
and  as  used  in  number  work,  etc. 


Language.  43 


WEATHER  RECORD. 


The  children  keep  in  their  tahlets  a  weather  record 
which  may  he  in  this  form  : 

This  is  a  bright  Monday,  a  rainy  Tuesday,  a 
cloudy  Wednesday,  etc. 

These  records  are  frequently  read  at  the  end  of 
the  week.  That  the  sentence  should  begin  with  a  capi- 
tal letter  and  end  with  a  period,  that  the  first  letter  of 
the  days  of  the  week  and  of  the  months  should  be  a 
capital  should  be  permanently  fixed. 

These  new  words  should  stand  out  as  mental  pic- 
tures in  the  minds  of  the  children.  They  should  be 
used  first  in  oral  expression,  then  in  the  written.  Have 
the  best  oral  expression  printed  for  the  reading  work, 
giving  each  child  a  copy.  The  printing  may  be  done 
by  boys  in  higher  grades.  The  school  should  have  a 
small  printing  press. 

Printed  stories,  such  as 

THE  SEED. 

1.  We  planted  the  seeds  in  the  garden. 

2.  The  wind  plants  seeds. 

3.  Alilkweed  seeds  have  wings. 

4.  We  blew  the  milkweed  seeds. 

5.  The  birds  plant  seeds. 

6.  The  water  plants  seeds. 

7.  Sheep  carry  seeds  in  their  wool. 

THE   CORN. 

1.  We  measured  the  corn  stalk. 

2.  The  corn  stalk  was  seven  feet  high. 

3.  The  corn  has  many  roots. 


44  October. 

4.  The  corn  has  long  leaves. 

5.  The  corn  has  a  tassel. 

6.  The  corn  has  ears. 

7.  We  use  the  corn  for  food. 

8.  The  Indians  first  planted  corn. 

9.  They  called  the  corn  Mondamin. 

10.  Which  kind  of  corn  do  you  like  best 

11.  We  like  pop  corn  best. 


V.    THE  ARTS. 

Music. 

THEORY. 


1.  Scale  work. 

2.  Continue  interval  work,     i,  2,  2,  i.     i,  2,  3, 

2,  I.      I,  2,  3,4,  3,2,  I. 

3.  Do  all  the  individual  work  possible. 

4.  Encourage  children's  singing  alone. 

5.  Change  the  pitch  frequently. 

OCTOBER  SONGS. 

1.  Good     Morning,    Dear    Children.     Opening 

exercise. 

2.  Where  Do  All  the  Birdies  Go  ? 

3.  Little  Birdie  in  a  Tree. 

4.  Come,  Little  Leaves. 

5.  The  Little  Leaves  on  the  Maple  Trees. 

6.  Dobbin  Colt. 

7.  Finger  Song — Shut  Them  Open. 

It  is  the  intention  to  add  songs  each  month  which 
are  suggestive  to  the  time  of  the  year  and  to  the  needs 
of  the  school. 


The  Arts.  45 


DRAW  IX G. 


Teacher's  illustrations  : 

1.  Drawing-  of  common  seeds,  bean,  corn. 

2.  Drawing  of  common  nuts. 

3.  Drawing  seeds  having  appendages,  as  dan- 

delion, milkweed,  and  maple. 

4.  Drawing  of -the  corn  plant,  showing  position 

of  root,  stems,  leaf,  ear,  blossom,  and  tassel. 
6.   Illustrate  the  Planting  of  the  Cornfield. 

6.  Illustrate  the  planting  of  the  cornfield. 

7.  Let  the  children  illustrate  the  stories. 

8.  Teach  them  the  drawing  of  several  seeds  and 

nuts. 

9.  Have  the  walnut  and  acorn  painted  in  water 

colors. 

SUGGESTIVE  PICTURES. 

1.  The  Shepherd  and  the  Sheep. 

2.  The  Picture  of  a  Cotton  Field. 

3.  The  Harvest. 

4.  Animal  pictures. 

WRITING. 

1.  The  writing  of  words. 

2.  The  writing  of  sentences. 

3.  Forms  of  letters,  capital  and  small. 

4.  Special  drill  on  the  simplest  of  the  small  let 

ters,  i,  o,  t,  u,  n. 

5.  Blackboard  writing. 

6.  Writing  easy  words  from  dictation. 


46  October. 

Constructive  Work. 

clay  modeling. 

Continue  the  modeling  of  objects  based  upon  the 
first  type  form. 

Model  the  cube : 

1.  Compare  with  the  sphere. 

2.  Find  number  of  surfaces. 

3.  Find  number  of  corners. 

4.  Compare  faces  or  surfaces  with  the  surface 

of  the  sphere 

5.  Children  show  (round)  curved  surface. 

6.  Children  show  flat  surfaces. 

7.  Apply  these  tests  to  objects  in  room. 

8.  Have  the  children,  name  flat   surfaces  they 

can  think  of  but  cannot  see;    curved  sur- 
faces. 
Model  objects  based  on  cube,  bar  of  soap,  trunk, 
chest,  coffee-mill,  steps,  book,  car,  etc. 

Cutfijig. 

Give  the  children  inch-square  tablets  and  paper. 
Show  them  how  to  place  the  tablets  and  draw  around 
the  edge  of  tablet :  cut  out  the  squares. 

How  many  will  it  take  to  cover  the  faces  of  the 
clay  cube? 

Show  picture  or  drawing  of  the  wigwam.  Chil- 
dren, cut  wigwams  of  different  sizes. 

Cut  one  for  ]\Iondamin.     Cut  one  for  the  chief. 


Folding. 


Take  the  four-inch  square. 
I.  Fold  a  book. 


The  Arts.  47 

2.  Fold   the   opposite    way,    inakini;-    tour    win- 

dows. 

3.  Fold  upper  right  and   upper  left  corner  to 

middle  of  the  square.     Form  a  tent. 

4.  \'o\d  the  remaining  corners  to  the  middle  of 

the  square.     Form  the  envelope. 

5.  Turn  each  corner  face  to  edge.     Form   pic- 

ture frame. 
Pasting. 

Borders  made  from  the  inch  squares  are  very 
pretty  if  the  colors  are  well  selected.  Then  alternate 
the  circle  and  the  square-inch,  fixing  these  forms  by 
noticing  their  differences. 

Borders  made  from  circles  and  inch  squares  are 
pretty  and  again  emphasize  the  forms  by  their  differ- 
ences. 

These  forms  may  all  be  done  with  pen  and  the  col- 
or marked. 

Illustrations  for  October : 

1.  Indian  corn. 

2.  Wigwam. 

Scu'iiig. 

1.  Autunm  leaves. 

2.  Tents,  outlined  and  perforated. 

3.  Easy  borders,  representing  fences ;    straight 

lines,  zigzag  lines. 
Mouiifiiig. 

Collect  autumn  leaves.  Press  and  mount  upon 
black  muslin  or  paper.  You  will  have  a  beautiful  bor- 
der for  the  November  davs. 


NOVEMBER. 


I.    NATURE  STUDY. 


Getttng  Lesion  Matep.ial  from  Books. 


The  preparation  for  winter,  and  a  spirit  of  thank- 
fulness for  nature's  bounteous  gifts,  and  all  other  bless- 
ings, are  the  underlying  thoughts  for  the  month  of  No- 
vember. Though  flowers  and  leaves  are  no  more  seen, 
though  skies  are  dull,  there  is  no  reason  why  November 
should  not  be  one  of  the  most  interesting  months  of 
the  year. 

APPROACH    OF    WINTER. 

The  children  who  have  lived  with  nature  from  bud 
and  flower  to  seed,  cannot  fail  to  see  the  perfection  of 
her  plan.     The  trees  clad  in  the  sober  garb  of  winter 

48 


Nature  Study.  49 

with  well  wrapped  buds,  the  use  of  the  fallen  leaves 
as  a  protection  for  flowers,  seeds  and  roots,  the  coming 
of  Jack  Frost  and  snow,  all  herald  the  approach  of 
winter.  In  their  observations  they  see  the  same  prep- 
aration by  insects,  worms  and  animals.  Ants  and  bees 
have  stored  away  their  winter's  food ;  the  caterpillar 
has  made  its  cocoon  and  has  already  begun  the  long 
winter's  sleep. 

Tell  the  children,  if  they  are  not  able  to  find  out 
for  themselves,  of  the  careful  preparation  made  by  ani- 
mals as  regards  clothing  and  a  winter  habitation ;  that 
some  put  on  their  warm  winter  clothes  just  as  we  do, 
while  others,  as  the  frog,  turtle,  and  snake,  lie  dormant 
through  the  cold  weather. 

MICRATIOX  OF  BIRDS. 

The  migration  of  the  birds  is  a  subject  interesting 
to  every  child.  Some  of  the  familiar  birds  have  gone ; 
children  have  been  watching  them  as  they  disappear, 
either  singly,  in  pairs,  or  in  flocks.  Other  birds  stay 
with  us  all  the  winter.  Take  time  each  day  to  talk 
about  these  things.  Let  the  children  give  their  opin- 
ions. \\'hy  do  some  birds  go  South  ?  Why  do  others 
stay?  Which  go  first?  Which  stay  with  us  longest? 
How  do  they  travel?  Do  they  change  their  clothes? 
Why?  Will  the  children  not  understand  that  as  nat- 
ure and  animals  are  making  preparation  for  a  period 
of  rest,  so  mankind  must  also  make  provision  for  the 
winter,  and  that  he  must  draw  his  supplies  from  the 
abundance  of  nature? 


50  November. 


PREPARATION    FOR   WINTER. 


I.     Nature's  Preparation. 

I.  Preparation     of     trees     and     plants. 
Leaves  are  dropped,  buds  are  coat- 
ed, wood  hardens,  sap  goes  to  roots. 
II.     Insects'  Preparation. 

1.  Spin  cocoons  ;   bury  themselves. 

2.  Store  food  underground. 

III.  x\nimals'  Preparation. 

1.  Shed  coats  and  get  warmer  coverings. 

2.  Store  away  food  for  winter. 

3.  Sleep  during  the  winter. 

IV.  Man's  Preparation. 

1.  Storing  away  of  food. 

2.  Fuel,  coal,  and  wood. 

3.  Warmer  clothing. 
V.     Migration  of  Birds. 


Cause  of  migration. 


Climate. 


2.  Order  of  misfration. 


I  Food  supply. 
[  Which  leave  first  ? 
j   Which  leave  last? 
j   Which  travel  alone  ? 
I    In  pairs?  In  flocks? 

r  n-   ^        I  Raoiditv. 

3.  Stages  of  flight,    -i  ,,..       ^' x-   w        1      0 
^  ^  ^         I  \\  hen  ?  N  ight  or  day  ? 

4.  Sounds  made  during  flight. 

5.  Peculiarities  of  birds  in  flight. 

By  sea. 

^  ...  Bv  mountain. 

Routes  of  migration.  \  W       u 

^  By  valley. 

Bv  river. 


LiTEHATUKE   AND    HiSTORY.  51 

7.  Change  in  appearance. 

8.  Change  in  habits. 

9.  Select  several   familiar  birds   for  ob- 

servation until  the  time  of  migration. 


IL    LITERATURE  AND  HISTORY. 

During  the  month  of  November  historical  litera- 
ture becomes  the  center  of  interest.  This  should  be  a 
glad  and  fruitful  time  for  story-telling.  The  history 
of  the  brave  people  who  left  their  own  homestead  and 
went  to  Holland,  their  return  to  England,  the  voyage 
of  the  Mayflower  and  the  landing  at  Plymouth  Rock, 
open  up  a  new  world  of  interest  to  these  first-year 
children. 

Tell  them  of  the  hardships  which  these  people 
endured  in  their  new  home ;  of  sickness,  and  famine, 
and  trouble;  of  their  relation  to  the  Indian,  and  the 
assistance  which  they  received  from  the  Red  Men  of 
the  forest.  Let  them  feel  well  acquainted  with  Squanto 
and  with  Samoset,  the  great  Indian  chief. 

Bring  out  the  child  life  in  this  history  work. 
How  these  children  spent  their  time.  Stories  about 
their  home  customs,  schools,  and  church,  their  toys  and 
games.  How  the  boys  helped  their  fathers  to  clear 
the  land  and  plant  the  corn,  while  the  girls  helped  the 
mothers  to  cook  and  spin.  Tell  of  the  queer  names 
given  to  these  little  children — Thankful,  Sunshine, 
Desire,  Patience,  Hope.  Compare  the  life  of  a  Puri- 
tan child  with  that  of  a  child  of  the  present  time. 

Xo  fairy  tale  is  more  interesting  than  the  story 
of  the  first  Thanksgiving  feast.     Allow  the  children  to 


52  •  November. 

suggest  what  the  food  would  be.  Teh  all  about  this 
eventful  time ;  that  it  lasted  three  days,  a  new  program 
being  arranged  for  each.  Xot  only  religious  services 
were  held;  there  were  many  games  of  running,  and 
leaping,  and  jumping,  and  through  these  festivities  the 
good-will  of  the  Indian  was  gained. 

To  this  feast  came  King  Alassasoit  with  ninety  of 
his  warriors,  invited  guests.  Picture  these  Indians 
marching  into  the  village,  dressed  in  their  gayest 
clothes,  with  painted  faces,  and  wearing  their  longest 
feathers.  Show  the  picture  representing  the  Indians' 
contribution  of  five  deer  to  the  feast. 

In  conclusion,  lead  the  children  to  understand,  in 
a  measure,  the  significance  of  the  Thanksgiving  festi- 
val of  to-day,  to  feel  a  spirit  of  thankfulness,  and  to 
show  this  gratitude  by  giving  and  doing  for  others. 

THAXKSGI\IXG  \\ORK. 

I.     ]\Ieaning  of  Thanksgiving. 

1.  It  is  a  harvest  feast. 

2.  A  day  for  giving  thanks  for  all  bless- 

ings. 

3.  A  day  of  family  reunions. 

4.  An  important  historical  day. 

5.  An  American  holiday. 
11.     Historical  Literature. 

1.  The  Pilgrims  in  England. 

2.  The  Pilgrims  in  Holland. 

3.  The  voyage  to  America. 

4.  The  landing — Plymouth  Rock. 

5.  The  first  winter. 

6.  The  first  Thanksgiving. 


LiTERATL'KE    AND    IIlSTOKY.  53 

7.  A     Thanksij^iving     Story,     American 

Primary  Teacher,  November,  1897. 

8.  ''Stories  of  Colonial  Children." 

STORIES. 
Stories. 

1.  "The    Crane   Express."   Child's   World. 

2.  "The  Fan-tail  Pigeon."  lb. 

3.  ''Jack  and  Jenny  Sparrow."  lb. 

4.  "The  Thrifty  Squirrels.     lb. 

5.  "The  Origin  of  Birds,"  Indian  Myth. 

6.  "The  Squirrels,"  All  the  Year  Round. 

7.  "'Sir.  and  Mrs.  Chipmunk,"  lb. 

8.  "How  the  Chipmunk  got  the  Stripes  on  his  Back," 

lb. 

9.  "Yearly  Travelers,"  lb. 

10.  "Winter  Quarters,"  lb. 

11.  "History  Stories,"  Mara  Pratt's  History. 

12.  "Massasoit."  Alma  Burton's  History. 

13.  "How  Patty  Gave  Thanks,"  Child's  World. 

14.  "Pearl  and  Her  Pigeons,"  lb. 

Good-Bye,  Little  Flon'crs. 

Hark !  through  the  pine  boughs 

Cold  wails  the  blast, 
Birds  south  are  flying, 
Summer  is  dying. 

Flower  time  is  past. 

Cold  are  November  skies, 
Sunless  and  drear, 
Goldenrod.  eyelids  close; 
Asters,  tuck  in  your  toes ; 
\\'inter  is  here. 


''Good-bye,  little  flowers!" 
The  icy  winds  sing; 
Snow,  blanket  them  over; 
Sleep  well,  little  clover. 


54  XOVEMBER. 

Novcuibcr  Poems. 

Trees  brown  and  bare, 
Dr}'  leaves  everywhere 
Dancing  up  and  down, 
Whirling  through  the  air. 

Red-cheeked  apples  roasted, 
Pop-corn  almost  done. 
Toes  and  chestnuts  toasted — 
That's  November  fun. 

TJianksgh'ing  Song. 

The  happy  thank-you  day  has  come 

And  harvest  time  is  oast. 
We've  gathered  fruits  and  nuts  and  grains. 

W^e'll  say  good-by  at  last; 
Good-by  to  Autumn,  Autumn  dear, 

And  with  our  parting  words, 
We'll  sing  our  thanks  to  God  above. 

For  fruits  and  trees  and  birds. 

— Child  Garden. 

Morning  Poem. 

I.     For  this  new  morning  with  its  light ; 
For  rest  and  shelter  of  the  night ; 
For  health  and  food,  for  love  and  friends ; 
For  everything  thy  goodness  sends, 
We  thank  thee.  Heavenly  Father. 

II.     For  flowers  that  bloom  about  our  feet; 
For  tender  grass,  so  fresh  and  sweet ; 
For  song  of  bird  and  hum  of  bee ; 
For  all  things  fair  we  hear  or  see. 
We  thank  thee.  Heavenly  Father. 

III.     For  blue  of  stream,  and  blue  of  sky; 
For  pleasant  shade  of  branches  high ; 
For  fragrant  air  and  cooling  breeze ; 
For  beauty  of  the  blooming  trees. 
We  thank  thee.  Heavenly  Father. 

— Ralph  Waldo  Emerson. 


LiTEKATURE   AND    Hl^TORY.  55 

I'lovevibcr. 

Now  the  birds  have  flown 
To  their  Winter  home 
'Neath  Southern  skies  so  blue. 
The  flowers,  leaves  and  grass, 
Have  said,   "Good-bye,  dear  lass ; 
Good-bye,  dear  laddie,  too." 

The  winds  begin  to  blow 
And  whistle  for  the  snow — 
The  winds  so  wild  and  free ! 
The  little  drops  of  rain 
Roll   down  the  window-pane, 
And  happy  seem  to  be. 

The  winds  and  raindrops  help  us  to  remember 
That  this  is  Thanksgiving  month,  jolly  November. 

— Wilhelmina   Smith. 

The  Little  Pilgnm  Maid. 

1.  There  was  a  little  Pilgrim  maid, 
Who  used  to  sit  up  so.^ 

I  wonder  if  she  ever  laughed. 
Two  hundred  years  ago. 

2.  She  wore   such   funny  little  mitts" 
And  dainty  cap  of  silk,^ 

She  had  a  little  Dorringer 
For  her  brown  bread  and  milk. 

3.  She  was  so  good,  so  very  good, 
Ah,  me,  I  most  despair.* 

She  never  tore  her  Sabbath  dress,^ 
A-sliding  down  the  stair. 

4.  But  then,  I  really  try,  and  try 
To  do  the  best  I  can  f' 
Perhaps  I  may  be  most  as  good 
As  little  Puritan. 

5-     And   if,   when   next  Thanksgiving  comes, 
I  try  to  sit  up  so,' 
May  be  I'll  seem  from  Pilgrim  land 
Two  hundred  years  ago. 


56  November. 

Motions 

^Hands  folded  in  a  prim  manner;  body  erect. 

"Hands  held  up  to  show  mitts. 

^Point  to  cap. 

■^Gesture  of  despair. 

^Dress  held   out  at  sides. 

"Hands  folded. 

^Position,  same  as  \ 

A  Thanksgiving  "T." 

(To  be  recited  b;^  a  small  bov  holding  in  his  hand  a 
large  "T.") 

.  I'm  just  a  little  bit  of  boy. 
As  everyone  can  see, 
But  then  I'm  big  enough  to  know 
About  the  letter  "T." 

There's  one  I  call  the  little  "T," 

It  always  wears  a  hat, 
And  then  the  funny  capital, 

I  think  I  11  speak  'bout  that. 

'Tis    "T"   that   stands    for    Thanksgiving, 

It's  straight  and  tall  you  know, 
Just  like  a  little  grenadier 

That's  standing  at  a  show. 

And  oh  !  of  all  the  funny  things 

About  that  letter  "T," 
It  stands  for  just  the  very  day, 

'Tis  Thursdav  don't  you  see 

—By  Isabella  C.  Woodland. 

A  Child's  TJianksgiving. 

I  thank  thee,  Father  in  the  skies, 

For  this  dear  home  so  warm  and  bright; 

I  thank  thee  for  the  sunny  day, 
And  for  the  sleepy,  starry  night. 

I  thank  thee  for  my  father's  arms, 

So  big  and  strong  to  hold  me  near; 
I  thank  thee  for  my  mother's  face ; 

I  thank  thee  for  my  dolly  dear. 


Number.  57 

I  thank  ihee  for  the  little  birds 

That  eat  my  crnnibs  upon  the  sill ; 
I  thank  thee  tor  the  pretty  snow 

That's  coming  down  so  soft  and  still. 

O  Father,  up  there  in  the  skies. 

Hear  me  on  this  Thanksgiving  day, 
And  please  read  in  my  little  heart 

The  "thank  you's"  I  forget  to  say. 

— By  Kate  \\liiting  Patch.  Kindergarten  Review. 


IIL    NUMBER. 

Continue  concrete  nimiber  work  of  last  month. 
With  the  new  facts  presented,  frequently  review  the 
work  given  previously. 

USE  OF  CHARTS. 

Seed  charts,  showing  collections  of  well-known 
grains,  should  be  arranged  in  connection  with  the  num- 
ber work.  With  the  small  grains  arrange  groups, 
combinations,  separations,  figures,  etc.  Keep  these 
charts  for  reference,  both  in  science  and  number. 

DIVIDING  AND  MEASURING. 

Teach  the  halves  of  numbers  in  the  same  way. 
Pleasure  cornstalk,  leaves,  and  roots.  Let  the  children 
estimate  lengths ;  then  afterward  measure.  Draw 
groups  of  fruits  and  divide  into  two  parts.  One-half 
of  five  is  just  as  easily  pictured  and  understood  as  one- 
half  of  four. 

TRIANGLE,   RECTANGLE,   ETC. 

With  colored  sticks  construct  the  pentagon.     Recall 
a  figure  having  three  sides ;    one  having  four.     Com- 


58  November. 

pare  figures  and  fix  words,  triangle,  rectangle,  and  pen- 
tagon. Have  children  name  things  that  look  like  these 
figures.  Use  them  in  picture  illustration,  and  have  the 
children  reproduce  the  figures  frequently  for  seat  work. 

THE  NUMBER  FIVE. 

The  number  five  is  very  suggestive.  Children 
have  five  fingers,  five  toes.  They  come  to  school  five 
days  in  the  week.  They  are  five  years  old.  Continue 
measurement  and  lines.  Give  the  terms  horizontal, 
vertical,  oblique.  The  pentagon  illustrates  the  three 
classes  of  lines.  Illustrate  lines  by  drawing  from  dic- 
tation, houses,  boxes,  kites,  chairs,  etc.  Let  the  think- 
ing of  the  number  work  come  through  the  doing. 

COUXTIXG. 

Count  the  buds  on  the  twig.  How  many  are 
small?     How  many  large? 

How  many  birds  did  you  see  this  morning  ?  Count 
flocks  if  not  too  large.  Children  will  notice  that  some 
migrate  in  pairs.  How  many  birds  make  a  pair?  Two 
pairs  ?     Three  pairs,  etc. 

Put  the  cocoons  gathered  into  safe  places  for  the 
winter.     Count  them. 

Select  material  for  color  work.  Count  the  squares 
and  circles.    Divide  into  groups,  as  directed  by  teacher. 

Outline  of  Number  Lessons  for  November. 

1.  Combinations  and  separations. 

2.  The  figures  and  words. 

3.  One-half  of  three,  of  five,  of  seven. 

4.  Aleasurement.     A  line  five  inches,  a  line  four 

feet. 


Language.  59 

5.  Teach  the  terms  horizontal,  vertical,  and  ob- 

lique. 

6.  The  pentagon  ;  build,  fold,  cut,  draw. 

7.  Compare  with  triangle  and  rectangle. 

8.  A  rectangle  3X1  inches,  3X1  feet. 

9.  Color  and  number. 

10.  Science  work  and  number. 


IV.    LANGUAGE. 

Do  not  neglect  the  oral  expression.  Let  there  be 
a  time  each  day  for  a  conversation  lesson.  Allow  and 
encourage  the  children  to  relate  what  they  have  ob- 
served since  the  last  talk.  Tell  them  short  stories, 
having  the  children  reproduce.  They  should  now  be 
able  to  write  a  number  of  words  either  from  memory 
or  dictation.  Continue  the  sentence  work  as  in  pre- 
vious months.  Give  the  interrogative  form.  Com- 
pare it  with  the  declarative  statement.  Prepare  a  list 
of  familiar  words.  From  these  words  have  the  chil- 
dren first  make  statements ;  afterward  use  the  same 
words  in  asking  questions.  Teach  period  and  question 
mark.  Many  proper  names  occur  in  this  month's 
work.  Teach  the  use  of  the  capital  letter  by  calling 
attention  to  its  always  being  used  with  a  proper  name. 

In  adding  to  the  children's  vocabulary  do  not  hes- 
itate to  give  long  words.  Thanksgiving  is  just  as 
easily  remembered  as  a  word  of  one  syllable.  Squanto, 
Samoset,  Pilgrim,  Plymouth  Rock,  and  ^Mayflower  are 
added  to  the  list  and  retained,  because  of  the  child's 
interest  in  these  words  and  the  association  he  makes 
with  the  stories  that  have  been  used.     The  written  ex- 


60    ,  November. 

ercise  is  an  outgrowth  of  the  word-work.  The  same 
or  similar  sentences  are  printed  for  the  reading  lesson. 
Toward  the  close  of  November  the  children  should  be 
able  to  read  such  printed  sentences  as  the  following : 

BIRD    STORIES. 

1.  The  birds  go  south  in  autumn. 

2.  The  robins  and  blue  birds  come  back  first  in 

the  spring. 

3.  They  go  south  because  it  is  cold  here. 

4.  They  go  south  to  find  food. 

5.  The  birds  fly  by  night  and  by  day. 

6.  The  birds  go  south  in  flocks. 

7.  The  birds  put  on  their  winter  clothes  wdien 

they  go  south. 

8.  The  fan-tail  pigeon  went  to  see  the  owl. 

9.  The  pigeon  wanted  to  be  wise. 

10.  The  owl  only  blinked  his  eyes. 

11.  Jack  and  Jenny  Sparrow  lived  in  a  nice  bird 

house. 

12.  The  cranes  carried   the  little  birds   over  to 

Africa. 

THE  FIRST  THANKSGIVING. 

1.  The    Pilgrims    had    the    first    Thanksgiving 

Day. 

2.  The  Indians  came  to  visit  them. 

3.  The  Indians  brought  five  deer  with  them. 

4.  Massasoit  was  the  Indian  chief. 

5.  Squanto  came  to  see  the  Indians. 

6.  Samoset  came,  too. 

7.  The  Pilgrims  all  went  to  church  on  Thanks- 

giving. 


The  Art.*.  61 

8.  They  thanked  God  for  his  goodness. 

9.  They  had  three  days  of  Thanksgiving. 
10.  W'e  have  one  Thanksgiving  Day. 

THANKSGIVING  WORK. 

1.  \Xt  drew  a  chest. 

2.  The  chest  had  the  laws  in  it. 
•  3.  Brewster  owned  the  chest. 

4.  The  chest  had  a  lock. 

5.  We  drew  the  kettle. 

6.  \\'e  drew  the  Pilgrim's  hat. 

7.  Miles  Standish  was  a  good  man. 

8.  He  took  care  of  the  Pilgrims. 

9.  He  had  a  big  sword. 

10.  The  Pilgrims  loved  Miles  Standish. 


V.    THE  ARTS, 


Motion  songs  are  especially  adapted  to  the  first- 
year  children.  The  imitation  of  the  raindrops  finds  ex- 
pression by  tapping  the  fingers  softly  upon  the  desk. 
The  fluttering,  dancing,  and  falling  of  the  leaves,  the 
imitation  of  birds  and  animals  by  hand  and  body  mo- 
tion. The  success  of  the  motion  songs  depends  upon 
the  child's  entering  into  the  spirit  and  the  thought  of 
what  he  sings.  The  sentiment  of  the  songs  should  be 
adapted  to  the  ages  of  the  children,  and  the  words  de- 
veloped and  taught  as  carefully  as  any  other  lesson  of 
the  day.  There  is  no  doubt  but  that  the  words  and 
melody  of  these  songs  will  influence  the  mind  and 
heart  of  the  child  for  good. 


62 


November. 


A  clergyman,  whose  family  was  noted  for  amia- 
bility and  affection,  was  asked  the  secret  of  his  suc- 
cessful training.  "I  call,"  said  he,  "the  influence  of 
music  to  my  aid.  If  I  see  any  of  my  children  appar- 
ently angry,  I  say,  'Sing,  children  sing';  and  before 
the  strain  is  ended  every  unpleasant  feeling  disappears 
and  harmony  prevails."  ]May  it  not  be  well  for  teach- 
ers to  profit  by  this  hint  ? 


November  Songs. 

"Little  Jack  Frost." 

"The  Little  Leaves." 

"Five   Little   Chickadees. 

"Over  the  River  and  Through  the  Woods. 

'"The  Going  of  the  Swallows." 

''Come,  Little  Leaves." 


THEORY. 

1.  Interval  work. 

2.  Draw  the  staff"  before  children. 

3.  Explain  lines,  spaces,  added  lines. 

4.  Place   syllables,   letters,   and   figures   on   the 

staff". 

5.  Place  simple  exercises  upon  staff  for  drill. 


WRITING. 

Daily  work  in  writing.  Place  copy  upon  the  board 
in  the  best  form  possible.  Call  attention  to  height, 
width,  form,  and  characteristics  of  letters.  Teach  cap- 
ital forms  as  they  occur  in  the  writing  lesson  and  in 
the  other  work.  Give  frequent  tests  to  fix  forms  of  the 
letters  and  their  arrangement  in  words.  Write  a  word 
plainly  upon  the  blackboard.  Have  the  children  ob- 
serve   carefully.     Erase    the    word,    having   them    re- 


The  Arts.  63 

produce  the  mental  picture.     Spelling  as  well  as  let- 
ter forms  are  thus  permanently  tixed. 

DRAW  IX(;. 

The  work  in  November  is  rich  in  opportunity  for 
expression.  While  observing  nature's  preparation  for 
winter,  in  the  shedding  of  leaves  and  the  careful  pro- 
tection of  the  buds,  have  the  children  express  their  ob- 
servations with  the  pencil.  Pictures  and  illustrations, 
representing  the  hibernating  animals  and  the  migra- 
tory birds,  are  helpful  and  interesting  in  connection 
with  animal's  preparation.  The  fruits  and  vegetable 
forms  are  another  source  of  expression.  To  keep  up 
the  interest  and  add  pleasure  to  the  drawing  work,  de- 
vices must  .be  used.  From  the  apple  form,  by  adding 
a  few  lines,  funny  faces  are  easily  made.  Let  the  chil- 
dren have  a  joyous  time  through  the  November  draw- 
ing. 

The  Pilgrim  work  would  be  very  incomplete  with- 
out the  illustrations.  As  the  story  is  told  draw  the 
following  with  the  crayon :  Mayflower,  Plymouth 
Rock,  sword,  powder  horn,  hat,  Indian  tent,  Pilgrim's 
house,  the  cradle,  Elder  Brewster's  chest,  and  chair. 

The  following  pictures  should  be  used  in  the  No- 
vember work : 

1.  The  Pilgrims  Leaving  England. 

2.  The  Landing  of  the  Pilgrims. 

3.  The  First  Thanksgiving. 

4.  Pictures  representing  Indian  life. 

Constructive  Work. 

The  month  of  November  presents  a  n.ew  field  for 
work.     Since  historv  for  the  time  has  become  the  cen- 


64  November. 

ter  of  interest,  the  making  of  charts  has  proven  a  pleas- 
ure, besides  being  an  excellent  way  for  fixing  the 
stories  that  have  been  presented,  orally. 

The  teacher  provides  some  sheets  of  cardboard, 
and  puts  at  the  top  a  suitable  heading,  as.  The  Puri- 
tans in  England,  The  Puritans  in  Holland,  The  Voy- 
age to  America,  The  First  Thanksgiving. 

The  teacher  may  make  these  headings  very  at- 
tractive by  illustrations,  bright  colors,  and  whatever 
her  inventive  power  may  suggest.  Beautiful  pictures 
may  be  bought  at  a  penny  apiece,  such  as, 

1.  Departure  of  the  Pilgrims  from  Delft-Haven, 
1620. 

2.  The  Landing  of  the  Pilgrims. 

3.  The  Pilgrims  on  the  Way. 

4.  Embarkation  of  the  Pilgrims."" 

5.  First  Sunday  in  New  England. 

6.  The  Return  of  the  Mayflower. 

7.  The  First  Thanksgiving  Dinner. 

8.  Plymouth  Rock. 

9.  Pilgrims  Going  to  Church. 

10.  Miles  Standish. 

11.  Priscilla  at  the  Wheel. 

12.  John  Alden. 

13.  Indian  pictures. 

Have  also  a  picture  box  for  the  children.  En- 
courage them  to  keep  their  eyes  open  for  pictures  from 
magazines  and  newspapers.  They  will  surprise  you 
each  day  with  new  offerings. 

Give  simple  drawing  lessons,  mounting  these  with 
the  pictures. 


The  Arts.  65 

DRAWINGS. 

1.  Plymouth  Rock. 

2.  The  Alayflower. 

3.  Cradle. 

4.  Pilgrim's  chair. 

5.  Pilgrim's  hat. 

6.  The  chest. 

7.  Powder  horn. 

8.  Pilgrim's  house. 

9.  Wigwam. 

10.  Bow  and  arrow. 

11.  Pumpkin,  etc. 

This  work  will  repay  you  for  all  the  time  and  out- 
lay when  a  happy  child  says,  "This  is  my  picture."  "I 
made  this  drawing."  ''Are  not  the  charts  pretty?" 
From  "The  Nature  Work"  make  charts  to  illustrate : 

1.  Insects'  preparation  for  winter. 

2.  Animals'  preparation  for  winter. 

3.  Migration  of  birds. 

4.  Nature's  preparation  for  winter. 

5.  [Man's  preparation  for  winter. 


]\Iodclin 


1.  The  chest. 

2.  Ruth  Endicott's  beads. 

3.  Pilgrim's  house. 

4.  Pumpkin. 

5.  Nuts. 

6.  Hat. 

7.  Plymouth  Rock. 


DECEMBER 


I.    NATURE  STUDY. 


A  Winter  Morning. 


The  first  part  of  the  Christ- 
mas month  is  given  to  ani- 
mal study.  The  sheep,  camel, 
and  donkey  have  been  se- 
lected at  this  time  because  of 
the  relation  they  bear  to  the 
story  of  the  Christ  child. 
Indeed  the  work  of  the  en- 
tire month  should  be  a  prep- 
'aration  for  the  full  enjoy- 
ment of  the  gladdest  day  of 
the  year. 


THE   SHEEP. 

The  sheep  is  chosen  by  reason  of  its  close  rela- 
tion to  the  story  of  Christmas.  It  enters  into  many 
of  the  pictures  of  sacred  art,  and  because  of  its  in- 
nocence and  gentleness  was  used  by  the  famous 
painters  of  olden  times  to  symbolize  the  Savior. 

To  the  country  child  it  is  perhaps  the  pet  most 
loved;  he  is  very  familiar  with  its  habits  and  can  tell 
much  of  its  usefulness.  On  the  other  hand  we  find 
children  in  our  city  schools  who  have  never  seen  one 

66 


Nature  Study.  07 

and  to  such  children  the  study  is  most  interesting. 
There  are  so  many  l^eautiful  pictures  that  teachers 
should  never  be  at  a  loss  for  helps  on  aninial  studies. 
If  possible  have  a  fleece  of  wool  for  study.  Talk 
about  the  care  a  sheep  requires;  of  the  work  of  the 
shepherd.  By  story  and  illustration  describe  the  wash- 
ing and  shearing  of  the  sheep.  Lead  the  children  to 
see  how  dependent  they  are  upon  it  for  winter  cloth- 
ing. Tell  them  the  story  of  "John's  Trousers,"  which 
illustrates  the  steps  from  the  shearing  of  the  sheep 
to  the  cloth  ready  for  use. 

Bring  out  the  sheep  nature;  affection,  docility 
and  gentleness.  Its  habits;  why  it  needs  care  and  pro- 
tection. Use  the  Bible  for  illustrations.  Tell  the 
children  of  the  wild  sheep  of  the  mountains.  Have 
pictures  and  compare  with  the  domestic  sheep.  Why 
are  the  ears  of  the  wild  one  erect  while  those  of  the 
tame  hang  down?  Which  of  the  senses  of  the  sheep 
are  most  developed?  The  following  outline  will  sug- 
gest additional  questions. 

OUTLINE THE  SHEEP. 

I.  Obvious  points.     Size,  shape,  color, 
covering. 

^•omestic. 


L-    A        J  Do: 
2.  Kmds.     I^^^.^^j^ 


3.  Legs  and  feet.     Compare  with  cow. 

4.  Teeth;   chews   a   cud.       What   other 

animals  do? 

5.  Neck. 

6.  Tail. 

7.  Horns. 

8.  Habits. 


68  December. 

9.   Use 


Flesh  used  for  food. 
Wool  changed  to  clothing 


rWhy  this  warm  covering? 
I  The  shedding  of  the  wool. 
10.   \\  00 1.  1  ^pi^^  washing  and  shearing. 
I^The  usefulness  of  wool. 

THE   CAMEL. 

The  Christmas  work  would  be  incomplete  with- 
out the  story  of  the  three  wise  men  who  had  waited 
so  long  for  the  coming  of  the  Christ  child.  A  little 
time  given  to  the  study  of  the  camel  will  help  the 
children  to  understand  the  modes  of  traveling  in  a 
desert  country,  and  how  this  patient  animal 
is  so  well  adapted  by  its  structure  to  its  home  and 
the  life  it  leads. 

Nearly  all  children  have  seen  the  camel.  Pict- 
ures are  easily  procured  and  add  much  to  the  interest. 
Let  the  children  make  their  own  observations.  They 
will  tell  about  the  hump,  leg^s,  feet,  head  and  hair. 
Compare  the  camel  with  the  horse.  Where  are  the 
resemblances?  \Miere  are  the  differences?  What  is 
the  food  of  the  camel?  Does  the  horse  eat  the  same 
food? 

Give  the  children  an  idea  of  a  desert  country. 
Use  the  sand  table  for  illustration.  Have  pictures  of 
desert  scenes  and  give  vivid  descriptions  of  the 
lives  and  customs  of  the  desert  roving  people.  Tell 
them  of  the  great  caravans  crossing  the  deserts, 
through  vast  stretches  of  sand,  extending  miles  and 
miles  without  a  stream  of  water;  then  the  little  oases 
appearing  in  the  distance  to  the  joy  of  both  traveler 


Nature  Stidy. 


69 


and  camel.  The  sense  of  smell  is  so  well  developed 
in  this  animal  that  he  can  detect  the  presence  of 
water  at  a  great  distance,  long  before  his  master. 
How  the  camel  is  able  to  travel  so  long  without 
water  and  food  will  be  not  only  interesting,  but  will 
show  how  diflerent  animals  are  adapted  to  the  natural 
conditions  of  the  countries  in  which  they  live.  Speak 
of  the  usefulness  of  the  camel  as  a  beast  of  burden. 
How  he  receives  his  load.  Observe  the  calloused 
knees  and  chest.  Speak  of  the  training  of  the  camel 
for  its  work.     For  additional  suggestions  see  outline. 


OUTLINE THE    CAMEL 


I.  Obvious  points,  size,  shape,  color,  covering, 
humps. 


/  Ara1)ian.  single  humped. 
I  Bactrian,   double   hi 


2.  Kinds.        ,  ,^        .  ,      ,  ,     .  1 

lumped. 

3.  Height,  compare  with  horse. 

horse, 
dog. 
sheep, 
cow. 


4- 

Coverin 

o- 

compare  with 

5- 

Teeth. 

r  grass. 

leaves. 

6. 

Food. 

" 

dates. 

beans. 

^  grain. 

7.  Stomach. 

rW'hat  it  is. 

8.  Hump,      -s  Vse  of  hump. 

LHow  increased 


70 


December. 


{ 


lO. 


Legs  and  feet. 

Compare  with  leg  and  foot  of  horse. 

Why  the  large  and  elastic  pads? 
Eyelids  and  nostrils. 

A  protection  from  the  sun. 

A  protection  from  the  sand. 

How  are  these  organs  adapted  to  a 
sand  storm? 


i 


II. 


Uses  of  the  camel. 

r  A  beast  of  burden.    "Ship  of  the  desert." 
The  coarse  hair  is  woven  into  cloth. 
The  fine  hair  into  artists'  brushes. 
The  flesh  is  used  for  food. 
The  milk  for  drink. 
The  skin  for  making  sandals,  bottles 

and  buckets. 
The  Arabs  call  the  camel  the  "Gift  of 
Heaven." 
i^  Why? 
The  Donkev  mav  be  studied  in  the  same  manner. 


IL    LITERATURE  AND  HISTORY. 

The  work  of  the  autumn  month  serves  as  a  fit- 
ting foundation  for  the  Chrietmas  thoughts.  The 
gifts  of  the  fields,  the  gardens,  and  the  trees  should 
be  bound  into  one  great  whole,  that  of  free  and  cheer- 
ful giving.  As  an  appropriate  close,  give  the  story 
of  the  eift  of  a  life  to  the  entire  world. 


LiTERATUKE    AND    HiSTORY.  71 


MEAXTN'G  OF  CHRISTMAS. 


The  Christmas  thought  of  giving  is  no  new  one, 
but  tlie  significance  of  the  gift  of  the  Christ  child  may 
not  be  well  understood  by  the  children.  Tell  the 
children  the  Bible  story  in  the  most  interesting  man- 
ner. Primary  Education  says  of  the  Christmas  story, 
"It  is  a  mine  of  descriptive  material  in  itself.  Why 
should  children  not  learn  of  Judea  and  Bethlehem 
with  the  same  eagerness  with  wliich  they  hear  of  the 
Eskimo  and  the  tropical  islands?"  By  story,  picture, 
and  illustration,  take  the  children  with  you  on  the 
journey  from  the  humble  home  in  Nazareth  to 
Bethlehem.  Why  going  to  Bethlehem?  Describe 
the  journey.  How  long  did  it  take  them?  Why  was 
the  donkey  used  for  traveling?  Tell  of  the  arrival 
at  Bethlehem  and  the  new  difficulties  that  awaited 
them.  Where  did  they  finally  procure  a  place  of 
shelter? 

BIRTH    OF   THE   CHRIST    CHILD. 

There  in  the  lowly  stable  the  little  Christ  child 
was  born.  On  this  same  night,  the  shepherds  were 
lying  on  the  hillside  with  their  sheep.  What  were  the 
dreams  of  the  shepherds?  What  did  they  see  on 
awaking?  What  did  they  do?  Have  at  this  point, 
if  possible,  the  picture  entitled,  'The  Adoration  of 
the  Shepherds." 

How  fitting  to  close  the  Christmas  stories  with 
the  narrative  of  the  three  wise  men,  who  had  waited 
so  long  and  knew  so  well  the  meaning  of  the  star. 
Each  one,  we  may  suppose,  mounted  upon  a  large 
white  camel  with  silver  bells  and  golden  trappings, 
had  started  from  his  own  countrv  at  the  same  time. 


72  December. 

From  the  west,  the  south  and  the  east  they  came, 
across  the  great  hot  desert,  until  they  finally  met  and 
continued  their  journey  together  to  Bethlehem.  How 
beautiful  the  ending  of  the  story.  They  knelt  before 
the  manger,  the  shepherds  in  their  simplicity  and 
the  wise  men  in  all  their  splendor,  in  worship  and 
adoration  of  the  Christ  child. 

In  Primary  Education,  Dec,  1893,  and  1896,  are 
found  excellent  helps  on  the  Christmas  work.  In 
"Ben  Hur'"'  read  the  chapters  describing  the  home, 
journey,  and  meeting  of  the  Hindoo,  the  Greek,  and 
the  Egyptian.  Simplify  these  stories  and  adapt  them 
to  the  children  of  the  fi.rst  year. 

Leave  with  the  children  this  lasting  thought, 
that  to  the  entire  world  comes  the  greatest  of  all 
gifts,  the  gift  of  the  Christ. 

"For  the  Christ  child  who  comes  is  the  master  of  all; 
No  palace  too  great  and  no  cottage  too  small." 

OUTLINE CHRISTMAS    WORK. 

I.     The  Expectation  of  the  Christ  Child. 

I.  The   storv  cf   Joseph,  the  carpenter. 

Bible. 
Legends. 
II.     The   Tourney  to  Bethlehem. 

1.  The  object  of  this  visit. 

2.  The  mode  of  traveling.     Why? 
III.     The  Arrival  at  Bethlehem. 

1.  The   lodging    place    of   Joseph    and 
:^Iary. 

2.  The  birth  of  the  Christ  child. 


2.  The  story  of  ]\Iary.    \ 


V.     The  Three  \Mse  Men.-<!  2.  The  Hindoo. 

3.  The  Greek. 


Literature:  axd  History. 

TV.     The  Shepherds. 

1.  The  work  of  the   she])her(l^. 

2.  The  sheep,  the  dream,  the  star. 

3.  The  journey  to   r)ethlehem. 
r  I.  The  Egyptian 

tr'  '"■■■■ 

1.  The  journey  of  the   Egyptian  across 
the  desert. 

2.  His  preparation  to  serve  his  friends. 

3.  The    meeting    and    greeting    of    the 
tliree. 

4.  The  story  of  each.     (Adapted.) 

5.  The  journey  to  Bethlehem.  (Picture.) 

6.  The  gifts  to  the  Christ  chikl. 


Stories. 

1.  "The  Legend  of  St.   Christopher,"  Chikl's   Christ 

Tales,  Andrea  Hofer. 

2.  "The  Fir  Tree,"  Hans  x^ndersen. 

3.  "Christmas  in  the  Barn,"  Child's  World. 

Memory  Poem. 

Wh}^  do  the  bells  for  Christmas  ring? 
Why  do  little  children  sing? 

Once  a  lovely  shining  star, 
Seen  by  shepherds   from  afar, 
Gently  moved  until  its  light 
]\Iade  a  manger's  cradle  bright. 

There  a  darling  baby  lay. 
Pillowed  soft  upon  the  hay. 
And  its  mother  sang  and  smiled ; 
This  is  Christ,  the  Holy  Child. 

Therefore  bells  for  Christmas  ring, 
Therefore  little  children  sing. 

— Eugene  Field. 


74  December. 

The  Shepherds  ami  the  Babe. 

Once  a  baby  came  to  earth, 

To  a  mother  holy; 
Angels  told  us  of  its  birth, 

In  a  manger  lowly. 

And  the  shepherds  heard  the  song, 

As  they  lay  a-sleeping. 
'Mid  their  sheep,  beneath  the  stars, 

Who  silent  watch  were  keeping. 

When  the  angels  went  away, 

They  hurried  to  the  manger, 
And  with  gifts  of  new-born  lambs. 

They  blessed  the  tiny  stranger. 

When  they  saw  the  lovely  babe,      " 
They  left  with  joj-ous  singing, 

And  from  house  to  house  they  went, 
The  angel's  message  bringing. 

—A.  H.  P. 


IIL    NUMBER< 


As  in  the  preceding  months,  teach  the  fundamental 
steps  by  objects  and  illustrations.  Continue  the  work 
on  lines,  using  dimensions  from  one  inch  to  six  or  eight 
inches.  Preparatory  to  the  line  six  inches  give  such 
exercises  as  the  following :  Boys  and  girls,  show  one 
inch  on  your  rulers.  Draw  a  line  one  inch  long.  Two 
inches  on  the  ruler;  draw  the  line.  Have  all  draw 
together  the  same  kind  of  line.  Second  line  is  how 
many  times  as  long  as  the  first  line?  How  many  of 
the  first  will  it  take  to  make  one  of  the  second  ?  How 
long  is  the  first?  The  second?  two  times  one  inch 
are  how  many  inches?  2X1=2.  Draw  a  line  three 
inches;  compare  with  lines  one  and  two.  Draw 
lines  four,  five,  and  six  inches,  following  up  the  com- 


Number.  75 

parisons.     Teach    in    connection    the    abstract    forms 
2X1,  3X1,4X1,  5X1,  6X1. 

RECTANGLES. 

In  teaching  the  rectangle  6X1  use  the  colored  inch 
squares.  Build  up  the  rectangles  2X1,  3X1,  4Xi, 
etc.,  to  6Xi-  How  many  square  inches  in  the  first? 
The  children  have  the  work  before  them  and  if  prop- 
erly directed  can  make  no  mistakes.  How  many 
square  inches  in  the  second  rectangle?  How  long 
is  the  rectangle?  How  wide?  Continue  building  un- 
til the  new  step  is  reached  and  developed. 

Xow  draw  a  horizontal  line  six  inches  long;  at 
the  right  hand  draw  a  vertical  line  one  inch  long; 
another  at  the  left  hand  side;  connect  the  vertical 
Hnes  and  cut  out  the  rectangle.  Measure  on  this 
rectangle  one  inch  and  fold;  continue  until  the  rec- 
tangle is  folded  into  six  square  inches. 

RECTANGLE      SIX     INCHES    BY    ONE    INCH. 

Now  take  the  rectangle  6Xi-  Divide  the  color- 
ed squares  into  two  parts.  Put  three  in  one  row. 
Place  the  other  three  under  the  first.  How  long  is 
this  new  rectangle?  how  wide?  how  many  rows? 
how  many  square  inches  in  a  row?  how  many  in  both 
rows?  how  many  times  three  square  inches?  Two 
times  three  square  inches  are  how  many  square 
inches?  2X3=6.  Compare  this  rectangle  with  the 
rectangle  6X1,  as  to  length  and  width;  as  to  number 
of  square  inches.  Teach  line  one  foot,  two  feet,  etc., 
in  a  similar  way.  Let  this  be  followed  by  rectangles 
whose    dimensions  are  6X1    feet,  3X2.      Have  the 


76  Decembek. 

children  measure  frequently  the  doors,  tables,  desk, 
etc.,  as  to  length  and  width.  The  teacher  should 
give  many  lessons  in  drawing  both  from  dictation 
and  by  working  with  the  children. 

For  color  work,  in  addition  to  the  rectangles, 
make  the  hexagon  by  laying  six  equilateral  triangles. 
Discuss  sides,  corners,  shape,  color,  etc.  Compare 
the  hexagon  with  the  pentagon.  Teach  the  children 
to  fold  a  six  pointed  star  from  the  equilateral  trian- 

gle.  _  .      .  .         ■ 

The  half  and  third  of  six  is  easily  worked  out 
through  form  and  color. 

PROBLEMS. 

The  Christmas  work  in  Nature  study  and  Litera- 
ture is  full  of  sugg-estions  for  problems.  Let  these 
science  problems  have  their  place  whenever  oppor- 
tunity presents  itself. 

OUTLINE  OF    NUMBER    FOR   DECEMBER. 

1.  The  fundamental  steps.     Concrete. 

2.  The  figure  and  word. 

3.  The  abstract  forms  following  the  develop- 

ment. 

4.  Problems  related  to  the  Nature  work. 

5.  The  rectangle  6X1.     2X3.     Compare. 

6.  Construct  the  hexagon. 

7.  Compare  with  the  pentagon. 

8.  Money  values. 

9.  Drawing,  fences,  doors,  windows,  etc. 
10.  Color  and  number. 


Language.  77 

IV.    LANGUAGE. 

ORAL   i:XPRl£SSK)X. 

As  new  subjects  are  presented  tliere  comes  the 
necessity  for  new  expressions.  The  child  looks  at  a 
beautiful  picture  and  he  immediately  seeks  for  words 
to  express  his  thoughts.  He  hears  and  enjoys  a  well 
told  story  and  wishes  others  to  enjoy  the  same;  so 
he  reproduces  it,  adding  new  words  to  his  vocabulary 
as  new  thoughts  present  themselves.  He  frequently 
hesitates  for  want  of  the  right  word,  and  here  is  the 
teacher's  opportunity  to  give  help  just  when  it  is 
needed.  Every  new  word  adds  to  his  power  of 
oral  expression. 

In  the  beginning  of  the  year  he  expressed  his 
answers  in  a  single  word,  then  a  sentence  or  several 
sentences  bearing  upon  the  same  thought.  In  addi- 
tion to  the  work  of  former  months  encourage  the 
oral  reproduction  of  an  entire  story.  As  a  prepara- 
tion, tell  the  story  simply,  and  make  it  so  real  and 
picture  like  that  the  children  cannot  but  enjoy  the 
reproduction  of  it. 

REVIEWS  ox    WORDS. 

To  retain  the  words  given  from  time  to  time 
requires  daily  drill  and  frequent  tests.  Throughout 
each  month  keep  list  of  such  words  as  are  con- 
sidered most  important.  Have  these  ready  for 
the  spare  moments.  The  children  may  be  asked 
to  write  as  many  as  they  can  from  memory. 
The  teacher  may  use  them  for  dictation,  the 
children  writing  upon  the  board  or  in  their  tab- 
lets.      Devices  must  be  resorted  to  as  a  help  in  re- 


78  December. 

taining  words.  Write  a  word  upon  the  board.  Who 
can  tell  what  it  is?  Children  get  the  form;  teacher 
erases  and  has  children  write.  Again,  place  a  list  of 
words  on  board;  children  point  out  certain  words; 
erase  a  word  and  name  it;  name  a  word  and  have 
child  erase  it.  Words  requiring  special  drill  should 
have  a  permanent  place  upon  the  blackboard  until 
they  are  readily  recognized. 

LESSONS   PRINTED   FOR   CLASS. 

For  reading  matter  have  lessons  printed  from 
the  animal  studies  and  Christmas  literature  and  his- 
tory. By  folding  sheets  of  drawing  paper  into  book 
form,  and  making  them  secure  with  paper  fasteners, 
a-  booklet  may  be  easily  provided  for  each  child. 
Each  printed  lesson  is  then  mounted  in  these  book- 
lets as  they  are  needed  by  the  children.  To  have  the 
child  make  his-  own  reading  book,  to  see  it  grow  from 
time  to  time,  has  been  found  very  interesting  and 
helpful. 

Printed  stories,  such  as 
Story  of  the  Christ  Child. 

1.  Joseph  and  Alary  lived  in  Nazareth. 

2.  They  went   to   Bethlehem  to  pay   their 

taxes. 

3.  They  rode  on  a  donkey. 

4.  Joseph  walked  and  led  the  donkey. 

5.  Many  people  came  to  Bethlehem. 

6.  The  houses  were  all  filled. 

7.  Mary  and  Joseph  stayed  in  a  stable. 

8.  The  Chirst  Child  was  born  in  a  stable. 

9.  ]\Iary  laid  it  in  a  manger. 
10.  We  love  the  Christ  Child. 


The  Arts.  79 

The  Shepherds. 

1.  The  shej^herds  took  care  of  the  sheep. 

2.  They  saw  a  Ho;ht  in  the  sky. 

3.  It  was  a  bright  star. 

4.  They  followed  the  star. 

5.  It  led  them  to  Bethlehem. 

6.  The  sheep  came  with  them. 

7.  What  did  the  shepherds  see? 

8.  They  saw  ]\Iary,  Joseph,  and  the  Christ 

Child. 

9.  The  Christ  Child  was  born  in  a  manger. 
10.  The  Christ  Child  was  a  Christmas  gift 

to  the  whole  world. 
The  Wise  ]\Ien. 

1.  The  W'ise  men   went  to  see  the   Christ 

Child. 

2.  They  took  spices  to  the  Christ  Child. 

3.  There  were  three  wise  men. 

4.  The  wise  men  rode  on  white  camels. 

5.  They  went  across  the  desert. 

6.  The  desert  was  covered  with  sand. 

7.  One  of  the  wise  men  made  a  house. 

8.  It  was  a  tent. 

9.  The  camel  is  kind. 

10.  It  can  go  a  long  time  without  water. 


V.    THE  ARTS. 

Music. 


The  Christmas  spirit  comes  largely  through  the 
Christmas  songs.  It  is  the  month  into  which  should 
come  many  of  the  beautiful  hymns  and  songs  arranged 


80  December. 

for  the  Christmas  time.  There  seems  to  us  a  hidden 
meaning  which  shows  itself  in  the  happy  faces  of  chil- 
dren, as  they  sing  the  sweet  carols  of  the  Christ  Child. 
Let  them  sing  often.  Tell  them  of  the  little  children 
in  other  countries  who  also  sing  their  glad  songs. 
Teach  not  only  the  music,  but  the  words  as  well.  Let 
the  first-year  children  feel  that  the  whole  world  joins 
in  the  chorus,  that  the  music  would  not  be  complete 
\Vithout    the    help    of    each    little    voice.     Teach    this 

stanza  : 

''List  the  bells  are  softly  pealing; 
Joys  of  Christmas-tide  they  bring; 
Let  us  all  with  gladsome  voices 
Join  the  angels  as  they  sing." 

December  Songs. 

1.  "A  Flock  of  Sheep.     Marching  Songs.  Guy  Burle- 

son. 

2.  ''Hark,  'tis  the  Shepherd's  Voice  I  hear,"  Ogden. 

3.  "While  Shepherds  watched  their  flocks  by  night," 

Hymnal. 

4.  "Jesus  is  the  ]\Iorning  Star." 

5.  ''Jolly  old  St.  Nicholas." 

6.  "Carol,  Children,"  Jenks  and  Walker. 

7.  "Merry  Christmas  Bells."  lb. 

8.  "The  First  Christmas,"  lb. 

9.  ''Christmas   Star." 

Bethlehem  Tozvn. 

1.     Bethlehem  Town,  Bethlehem  Town, 
On  thy  dreams  the  stars  look  down. 
On  the  hillside  dark  and  deep. 
Shepherds  watch  their  flocks  of  sheep. 
Little  Bethlehem  Town. 
Little  Bethlehem  Town. 

IL     Bethlehem  Town,   Bethlehem  Town, 
Stars  have  made  for  thee  a  crown, 
Lo,  the  Glory  of  the  hills. 
Hark  the  Angel's  song  that  thrills. 
Glorious  Bethlehem  Town, 
Glorious  Bethlehem  Town. 


The  Arts.  SI 

III.     Bethlehem  Town,  Bethlehem  Town, 
On  the  hay  so  crisp  and  brown, 
In  a  manger  wide  and  deep, 
Lies  the  King  of  kings  asleep. 
Blessed  Bethlehem  Town, 
Blessed  Bethlehem  Town. 

Tune — "Silent  Night.'' 

— From   Primary  Education. 

THEORY. 

1.  Continue  the  interval  work. 

2.  \\>ite   simple  melodies   in   numbers,   having 

children  sing. 

3.  Introduce  the  chart. 

4.  Have  children  able  to  sing  from  dictation  the 

intervals  that  have  been  given ;  to  give  the 
syllable  for  a  tone  or  group  of  tones  which 
the  teacher  may  sing,  using  la  or  loo  or  a 
word. 

DRAUIXG. 

Have  drawing  of  pictures  involving  the  three 
classes  of  lines  as  suggested  in  the  number  work. 

With  as  few  lines  as  possible  represent  the  sheep, 
camel,  and  donkey.  Pictures  of  the  shepherds  and 
their  sheep  out  on  the  mountains,  of  Joseph  and  Mary 
on  the  way  to  Bethlehem,  of  the  stable,  the  manger, 
and  the  cradle,  are  all  available,  and  from  these  crayon 
sketches  can  be  drawn  for  reproduction  by  the  chil- 
dren. Beautiful  pictures  can  be  purchased  for  a  trifle ; 
educational  magazines  are  sending  them  out  as  sup- 
plements, so  there  can  be  no  excuse  for  the  teacher's 
not  making  at  least  a  small  collection  of  such  pictures 
as  will  be  most  helpful  in  the  work  of  the  school.     The 


82  December. 

following  pictures  are  among  those  suggested  for  the 
Christmas  month  : 

1.  The  Adoration  of  the  Shepherds. 

2.  St.  Anthony  and  the  Christ  Child. — ]\lurillo. 

3.  ]\Iadonna  della  Sedia. — Raphael. 

4.  [Madonna  St.  Sistine. — Raphael. 

5.  [Madonna. — Bodenhausen. 

6.  The  Journey  of  the  Wise  Men. 

7.  The  Shepherd  and  the  Sheep. 

WRITING. 

Continue  work  of  former  months.  Write  words 
and  sentences  in  connection  with  the  language  work. 
Have  a  writing  lesson  daily,  with  special  drill  on  some 
letter  or  word.  Teach  spelling  through  writing.  In- 
sist on  the  best  the  children  can  do,  but  be  careful  not 
to  discourage  their  efforts.  Drill  on  such  words  as  the 
names  of  the  days  of  the  week,  the  months,  names  of 
colors,  etc.  Let  the  writing  mean  something  to  the 
children. 

Constructive  Work. 

drawing  and  painting. 


I. 

Evergreen  trees. 

2. 

Christmas  bells. 

3- 

Star  forms. 

4. 

Piccola's  shoe. 

5- 

The  holly. 

6. 

Snow  flakes. 

7- 

Candle. 

8. 

Stocking. 

The  Art?.  83 

Making. 

The  time  that  young  children  take  in  making 
things  for  others  is  time  well  spent.  Shall  we  not  help 
him  to  get  away  from  the  selfish  thought  of  receiving 
only?  ''Oh,  don't  you  know  that  giving  is  better  than 
receiving?" 

Much  of  this  work  must  be  cooperative,  a  kind  of 
partnership  between  pupil  and  teacher.  What  shall 
be  done  in  the  first  grade? 

Christmas  Booklets. 

1.  Small  sheets  of  drawing  paper. 

2.  Fold  in  book  form. 

3.  Decorate  edges, 
(i)   Holly  leaves. 

(2)  Stars. 

(3)  Bells. 

(4)  Any  simple  border. 

(5)  Scallop  edges  and  gild. 

The  teacher  may  draw  all  or  part  of  design,  and 
the  child  color  with  pencil  or  water  color. 

4.  Purchase  the  tiny   Madonnas  or  any   other 

suitable  picture.  Alount  one  in  the  center 
of  decorated  cover. 

5.  In   the  book  may  be  placed  the  Christmas 

stories  as  they  have  been  written  from  day 
to  day.  Scripture  verses  and  short  poems 
are  likewise  appropriate.  Copies  of  Eu- 
gene Field's  poem,  ''Why  Do  Bells  for 
Christmas  Ring?''  may  be  procured,  one 
being  pasted  in  each  child's  book  and  given 
to  him  without  comment. 


84  December. 

Children  do  their  best  because  the  book  is  for 
mother  or  father,  or  to  send  far  away  to  some  dear 
friend. 

Cutting. 

1.  Strips   of   gilt   or   yellow   paper   for   chains. 

These  are  used  for  school-room  decorations 
or  for  the  Christmas  tree  at  home. 

2.  Take  the  four-inch  square  (bright  colors). 

( 1 )  Fold  as  for  a  book. 

(2)  Cut  in  one-fourth  inch  strips,  within  a  half 
inch  of  edge. 

(3)  Unfold  and  glue  edges. 

(4)  Finish   with   paper   handle   and    some  gilt 
stars.     A  pretty  lantern. 

Chart  Making. 

1.  Collect  different  Madonnas. 

2.  Bethlehem,  Nazareth. 

3.  Santa  Claus  pictures. 

4.  Animals, 
(i)    Sheep. 

(2)  Camel. 

(3)  Donkey. 

5.  The  Nativity. 

6.  Shepherds.  , 
Arrange  and  mount.     Place  where  children   can 

see  and  enjoy  the  pictures. 

Many  beautiful  little  cuts  are  taken  from  the  Sab- 
bath school  papers,  children's  magazines,  and  educa- 
tional papers. 
Pasting. 

See  suggestions  in  number  outline  for  December. 


JANUARY. 


I.    NATURE  STUDY. 


Winter  Sports. 


DIVISIONS   OF  TIME. 

The  beginning  of  a  new  year  suggests  a  study  of 
the  way  "Time"  is  divided.  When  the  children  return 
to  school  after  the  Christmas  vacation,  they  begin  not 
only  a  new  day  and  month,  but  a  new  year  as  well. 
As  a  preparation  recall  the  months  that  have  passed 
since  they  entered  school  in  September.  What  month 
followed    September?     Name    the    month    in    which 

85 


86  January. 

Thanksgiving  occurred.  What  shall  we  call  these 
three  months?  Autumn.  \\'as  it  cold  when  you 
started  to  school?  \\>re  there  any  flowers  blooming? 
\\>re  the  trees  bare  as  they  now  are  ?  Allow  the  chil-. 
dren  to  recall  many  of  the  changes  that  they  have  ob- 
served. They  will  say  that  it  is  colder  now  because 
winter  has  come.  What  is  the  first  month  of  winter? 
The  second  ?  The  third  ?  What  shall  we  call  this  sea- 
son ?  The  months  may  now  be  written  upcfn  the  board 
and  divided  into  the  four  seasons. 

Next  consider  the  divisions  of  time  into  months. 
Children  know  of  their  birthdays  coming  in  a  certain 
month.  Ask  questions.  In  which  of  the  months  was 
Thanksgiving  ?  Christmas  ?  \\' hen  is  your  birthday  ? 
Tell  the  ''AU-the-Year  Round  Story,"  which  is  an  ex- 
cellent one  for  illustration.  From  a  calendar  on  the 
board,  on  which  the  children  know  how  to  record  the 
day  of  the  month,  and  their  observations  of  the  weath- 
er, the  division  of  time  into  months  is  easily  understood. 

MAKING  CALENDARS. 

The  calendar  also  shows  that  four  weeks  make  a 
month ;  that  seven  days  make  a.  week.  Supply  chil- 
dren with  paper  and  rulers  that  they  may  make  their 
own  calendars.  How  is  the  day  divided?  How-many 
hours?  How  long  is  the  day?  The  night?  What 
time  do  you  come  to  school?  Go  home  to  dinner? 
How  many  hours  is  that  ?  Teach  the  children  how  to 
tell  time  by  the  clock.  Tell  them  the  story  of  the  ''Dis- 
contented Clock." 

The  way  time  was  reckoned  long  ago  can  be  made 
very  interesting  by  story  and   illustration.     How  the 


Nature  Study. 


87 


Indians  measure  it  by  the  coming  and  going  of  the 
moon^  with  bundles  of  sticks,  or  by  cutting  notches  in 
the  trees. 

Show  the  hour-glass  and  observe  the  sand  trick- 
ling through  it.  An  illustration  will  serve  if  one  can- 
not be  procured.  Tell  the  story  of  King  Alfred's  lan- 
tern ;   of  the  burning  of  colored  wax  candles. 

Conclude  this  work  with  the  story,  entitled,  "The 
Fairy's  New  Year  Gift."  Let  the  aim  be  to  present 
this  story  in  such  a  way  that  the  children  may  draw 
their  own  application. 


I.     Divisions  of  Time. 


The    I 
Yeari 


r  Seasons 


Months   -I 


Autumn. 
Winter. 
Spring. 
Summer. 
r  Weeks. 


[  Days 


II.     How  Time  is  Reckoned. 


ivisions. 


f  Divisioi 
1  Hours. 


(  \\'ater  clock. 


I.  Ancient  methods 


Sand  glass. 
Lantern. 
I  Candles. 


2.  Modern 


/  Clocks, 
I  \\'atches. 


III.     How  the   In-  . 
dians  Told  Time.  1 


r  By  the  moon. 
Bv  bundles  of  sticks. 


By  cutting  notches  in  trees. 


88  January. 

ANIMALS. 

The  work  on  the  Eskimo  is  preceded  by  a  brief 
study  of  the  bear,  reindeer,  seal,  and  dog.  Show  the 
children,  through  these  lessons,  how  very  dependent 
the  people  of  the  cold  North  are  upon  the  animal  life. 

LIFE  AMONG  THE  ESKIMO THE  BEAR. 

The  bear  supplies  them  them  with  food,  oil,  and 
clothing.  When  father  brings  home  the  bear,  there  is 
feast  that  always  follows  the  hunt.  In  some  parts  of 
the  polar  regions  the  bear  is  considered  the  most  useful 
of  all  animals. 

THE    REINDEER. 

The  reindeer  is  another  animal  necessary  to  Es- 
kimo life.  It  not  only  supplies  him  with  food,  milk, 
and  clothing,  but  becomes  a  substitute  for  the  horse. 
The  flesh  is  used  for  food ;  the  milk  made  into  cheese ; 
the  skin  into  clothing ;  the  tendons  into  thread ;  the 
horns  into  glue ;   the  bones  into  spoons. 

THE    SEAL. 

The  seal  is  studied  as  the  other  animals  of  the 
North,  and,  in  addition,  its  improtance  as  an  article  of 
commerce,  is  considered.  Have  the  children  examine 
pictures  carefully,  naming  obvious  parts.  What  does 
the  head  of  the  seal  resemble?  The  dog.  What  has 
it  like  other  animals  you  know?  It  has  whiskers  like 
the  cat.  It  has  feet  much  like.  fins.  The  eyes  are  large 
and  beautiful.  The  seal  is  gentle,  loves,  and  protects 
its  young  with  a  human-like  affection.  They  live  in 
families;  many  families  congregate  together.  What 
is  this  called? 


The  Arts.  89 

Bring-  out  the  dependence  of  the  Eskimo  upon  the 
seal.  \\'ithout  its  skin  and  tiesh  he  would  freeze  and 
starve.  The  oil  tills  his  lamp,  and  the  skin  is  also  used 
to  cover  his  canoe.  By  illustration  and  story  show 
how  the  seal  is  hunted;  how  it  may  be  caught  when 
young-  and  tamed ;  its  devotion  to  its  master.  Adapt 
and  tell  the  story  of  "The  White  Seal." 

THE  DOG. 

To  the  children  the  dog  will  prove  the  most  in- 
teresting of  the  animals  considered.  They  rejoice  to 
know  that  their  faithful  friend  has  the  same  place 
among  the  little  children  of  Eskimo  land.  These  dogs 
are  raised  in  the  igloo,  in  company  with  the  children, 
and  receive  from  them  their  earliest  training.  As  they 
grow  older  the  larger  boys  continue  this  training,  so 
that  by  the  time  they  are  full  grown  they  are  ready  to 
draw  the  sledge.  Compare  the  Eskimo  dog  with  the 
ones  most  familiar  to  us.  Tell  the  children  of  their 
rough,  thick  coats.  \Miy  such  a  coat?  Do  the\'  bark 
as  our  dogs  do?  The  dog  is  usually  gentle  and  affec- 
tionate. Is  this  true  of  the  Eskimo  dog?  Why  not? 
How  many  dogs  make  a  team  ?  How  are  they  arrang- 
ed? Tell  about  the  feeding  of  the  dogs.  From 
"Seven  Little  Sisters''  tell  the  story  of  Agoonack's 
Sled  and  her  two  brown  puppies. 

ANIMAL   OUTLINES. 

L     The  Bear. 

1.  Pictures  and  illustrations. 

2.  Habits. 

3.  Food. 


90  January. 

4.  Covering — compare  with  seal. 

5.  The  love  of  the  bear  for  its  cubs. 

6.  The  use  of  the  bear  to  the  Eskimo. 

7.  How  the  bear  is  hunted. 

8.  How  the  bear  kills  the  seal  and  wal- 

rus. 

9.  The  taming  of  bears. 
10.  The  training  of  bears. 

n.     The  Reindeer. 

1.  Pictures  and  illustrations. 

2.  Obvious  points. 

r  horns. 
I  flesh. 

3.  Use  of     -{  milk. 

I  hide. 
L  bones. 

4.  How  captured. 

5.  A  substitute  for  the  horse. 

6.  Compare  speed  with  the  horse. 

7.  The  food  of  the  reindeer. 
HI.     The  Seal. 

1.  Pictures  and  illustrations.. 

2.  Obvious  points. 
Affectionate. 


3.  Seal  nature     < 


Gentle. 
Docile. 
LLove  of  offspring. 


4.  The  Rookery. 

5.  Comparative  size  of  male  and  female. 

6.  Use  of  seal  to  the  Eskimo. 

7.  The  seal  as  an  article  of  commerce. 

8.  How  the  seal  is  hunted. 


Literature  and  History.  91 

IV.     The  Dog. 

1.  Pictures  of  Eskimo  dogs. 

2.  Compare  with  well-known  dogs. 

3.  The  training  of  the  Eskimo  dogs. 

{What  is  their  food ? 
How  often  fed? 

5.  Their  powers  of  fasting. 

6.  How  they  are  hitched  to  the  sled. 

7.  The  nature  of  the  Eskimo  dog. 

8.  Little  Agoonack  and  her  two  brown 

puppies. 


IL    LITERATURE  AND  HISTORY. 

JOURNEY  TO  THE  NORTH   COUNTRY. 

Through  the  stories  of  "Agoonack"  and  "The 
Children  of  the  Cold,"  we  take  our  children  to  the  land 
of  the  Eskimo.  Their  knowledge  of  the  animal  life 
prepares  them  to  anticipate  many  of  the  customs  of 
these  strange  people.  Let  us  go  with  our  children  on 
an  imaginary  journey  to  this  far-off  country  of  ice  and 
snow.  Talk  of  journeys  that  the  children  have  really 
taken.  The  teacher  may  tell  of  her  travels'.  In  our 
own  room  is  a  little  boy  who  has  lately  come  from  Fin- 
land, and  who  delights  to  tell  in  his  broken  English  of 
his  voyage  and  the  interesting  things  that  occurred  on 
the  way.  Another  boy  has  been  to  the  State  of  Cali- 
fornia and  returned  again.  These  subjects  are  dis- 
cussed with  the  children  in  their  homes,  why  not  in  the 
school?  Now  we  are  all  going  to  the  far-away  land 
of  the  North.     What  direction  is  North  ?     What  comes 


92  ■       January. 

from  the  North  ?  The  cold  wind  and  the  snow.  What 
preparation  must  be  made?  We  must  get  warmer 
clothes.  Wq  must  take  food  with  us.  How  shall  we 
go?  By  railroad  and  ship.  Tell  the  children  of  a  ship 
voyage  toward  the  North,  of  the  giant  icebergs  which 
we  shall  see,  appearing  like  high  mountains  in  the 
water.  What  shall  we  see  when  we  come  to  Eskimo 
land?  The  children  will  name  the  animals  studied. 
Show  pictures  of  the  people.  Why  are  these  people 
so  dressed  ?  Where  do  they  live  ?  What  do  they  eat  ? 
How  do  they  travel  ?  How  would  they  hunt  the  bear, 
seal,  and  reindeer  ?  Let  the  children  tell  all  they  can, 
the  teacher  helping  and  suggesting  whenever  neces- 
sary. 

THE  IGLOO. 

Draw  the  igloo  and  show  how  it  is  built  from 
blocks  of  ice.  Speak  of  the  furniture  of  the  igloo. 
Could  we  live  as  these  people  do?  Show  pictures  of 
knives,  spoons,  bowls,  and  shovel,  telling  how  they  are 
made.  What  are  the  playthings  of  these  Eskimo  chil- 
dren ?  Compare  with  the  toys  of  our  children.  Show 
picture  and  describe  an  Eskimo  doll.  What  are  the 
sports  of  the  older  children?  Why  do  they  not  have 
the  same  games  as  our  boys  and  girls?  Of  what  are 
the  sleds  made?     W^hy? 

The  patience  of  the  Eskimo  is  wonderful.  He 
will  work  for  six  years  in  making  a  knife  from  a  piece 
of  iron.  The  women  make  their  needles  from  bits  of 
iron,  and  use  for  thread  the  sinews  of  the  reindeer. 

Many  are  the  interesting  stories  which  are  told  of 
these  people  and  how  well  they  adapt  themselves  to 
their  surroundings.     They  are  a  cheerful,  happy,  and 


LlTE[^\TURE    AND    HiSTOHY.  93 

contented  people.  What  impressions  are  to  be  left  on 
our  children  from  this  study  of  the  Eskimo  and  his 
country ! 

THE  ESKIMO  AND  HIS  COUNTRY. 

I.     The  Country. 

1.  Journey  to  Eskimo  land. 

rice. 

2.  Appearance  of  country    <  Snow. 

L  Vegetation. 

3.  Day  and  night. 
II.     The  Eskimo. 

1.  Personal  appearance. 

2.  Dress. 


/  ^Material. 


L  How  made  ? 
rThe  igloo. 

3.  Home     ^  How  built? 

L  Furniture. 
r  Flesh. 

4.  Food      i  How  obtained? 

L  Weapons. 

f  How  and  of  what  are  they 

q    Sledges  J       '^^^^• 

'^  1   Drawn    by    dogs    and    the 

L      reindeer. 

THow  made? 

6.  Boats      ^  Material. 

L  Kinds.  - 

Reference  books  : 

Reference  Books. 

1.  "Seven   Little   Sisters,"  Jane   Andrews. 

2.  "Children  of  the  Cold,"  Schwatka. 

3.  "Children  of  All  Nations." 

4.  "The  Animal   Kingdom." 

5.  "All  the  Year  Round.'  Winter. 

6.  "Animal    Stiidie:.,"    American    Primary    Teacher, 

1808. 


94  January. 

Poem  and  Song. — Air,  America. 

Now  comes  the  glad  New  Year, 

To  be  a  friend  most  dear, 

If  true  we  prove ; 

As  glides  the  time  away, 

We'll  give  him  day  by  day. 

In  all  we  do  or  say; 

Kindness  and  love. 

— L.   F.  Armitage  in  "American  Teacher.' 

AIeaiory  Poems. 
The  Little  Clock. 

"There's  a  neat  little  clock, 
On  its  high  shelf  it  stands, 
And  it  points  to  the  time 
With  its  two  little  hands. 

''May  we  like  the  clock, 
Keep  a  face  ever  bright, 
With  hands  ever  ready 
To  do  what  is  right." 

"Sixty  seconds  make  a  minute. 
How  much  good  can  I  do  in  it? 
Sixty  minutes  make  an  hour. 
All  the  good  that's  in  my  power. 
Twenty  hours  and  four,  a  day. 
Time  for  sleep  and  work  and  play; 
Days,  three  hundred  sixty-five. 
Make  a  year  for  me  to  strive 
Right  good  things  each  day  to  do, 
That  I  wise  may  grow  and  true." 

In  January. 

How  can  a  little  child  be  merry 
In  snowy,  blowy  January? 
By  each  day  doing  what  is  best, 
By  thinking,  working  for  the  rest; 
So  can  a  little  child  be  merry, 
In  snowy,  blowy  January. 


Literature  and  flif^TOKv.  95 

For  a  Happy  Xczu  Year. 

Suppose  we  think  little  cbout  number  one, 
Suppose  we  all  help  some  one  else  to  have  fun ; 
Suppose  we  ne'er  speak  of  the  faults  of  a  friend, 
Suppose  \ve  are  ready  our  own  to  amend ; 
Suppose  we  laugh  i^'ith,  and  not  at,  other  folk, 
And  never  hurt  anyone  "just  for  the  joke;" 
Suppose  we  hide  trouble  and  show  only  cheer — 
Tis  likely  we'll  have  quite  a  Happy  New  Year  ! 

— St.  Nicholas. 

This  is  the  JVay  the  Snoiv  Comes  Dozvn. 
(In  Concert.) 

This  is  the  way  the  snow  comes  down. 

Softly,  softly  falling : 
So  He  giveth  His  snow  like  wool. 

Fair  and  white  and  beautiful. 
This  is  the  way  the  snow  comes  down. 

Softly,  softly  falling. 

— Primary   Education. 

Turning  Xezu  Leaves. 

"Now,  what  is  that  noise?"  said  the  glad  New  Year. 
"Now.  what  is  that  singular  sound  I  hear? 

As  if  all  the  paper  in  all  the  w^orld 

Were  rattled  and  shaken  and  twisted  and  twirled."    - 
"Oh,  that,"  said  the  jolly  old  Earth,  "is  the  noise 

Of  all  my  children,  both  girls  and  boys, 

A-tunning  over  their  leaves  so  new, 

And  all  to  do  honor.  New  Year,  to  you." 

The  Glad  iXezn'  Year. 

Who  comes  dancing  over  the  snow 

His  soft  little  feet  all  bare  and  rosy? 
Open  the  door,  rhough  the  wild  wmds  blow, 

Take  the  child  in  and  make  him  cozy. 
Take  him  in  and  hold  him  dear. 
He  is  the  wonderful,  glad  New  Year.    ' 

— Dinah  Mulock  Craik. 


96  January. 

A  U'ind  Song. 

What  does  the  North  Wind   say 
When  he  swings  in  the  pine-tree  to  and  fro? 
Oh,  he  sighs  all  day. 
"Little  flowers  there  below. 
Cuddle  down  in  your  beds, 
And  cover  your  heads, 
For  I'm  bringing  the  snow, 
The  cold,  cold  snow ; 
Oh,  ho!" 

Wliat  does  the  North  Wind  say 
When  he  whistles  and  roars  down  the  chimney  so? 
Oh,  he  sings  all  day. 
''Little  folks  there  below. 
Little  Nell,  little  Ted, 
Hurry  out  with  your  sled, 
For  I'm  bringing  the  snow. 
The  merry,  merrv  snow ; 
Oh,  ho!'"' 

—Helen  T.  Eliot. 


in.    NUMBER, 

TIME  PROBLEMS. 


As  far  as  possible,  relate  the  number  lessons  to  the 
nature  work.  Teach  seven  days  in  one  week.  This  is 
a  good  time  to  fix  the  words  jMonday,  Tuesday,  etc. 
Give  many  problems  relating-  to  time.  Have  children 
draw  familiar  objects  in  groups  of  seven.  Pleasure 
seven  pints  of  water.  How  many  quarts  in  seven 
pints  ?     \Miat  is  the  lialf  of  seven  ? 

COLOR   EXERCISES. 

For  color  work  give  each  child  circles,  squares  or 
triangles.  Teach  arrangement  of  form  and  harmony  of 
color.  Measure  a  strip  of  colored  paper  seven  inches 
long  and  one-half  inch  wide ;    another  strip  six  inches 


Language.  97 

long;  another  five,  etc.  With  these  strips  arrange  a  color 
lesson.  Place  the  longest  strip  near  the  lower  edge  of 
paper,  the  next  above  it  one-half  inch  from  each  end. 
Continue  until  all  strips  are  used.  If  a  standard  color 
and  a  tint,  or  a  shade,  are  used,  a  pretty  form  and  color 
lesson  is  the  result.  The  seven  colors  of  the  rainbow, 
arranged  in  a  similar  manner,  make  an  attractive  and 
interesting  lesson.  Have  children  make  atti"active  cal- 
endars. 

Outline  of  Number  Lessons  for  January. 

1.  The   fundamental  steps.     Concrete  develop- 

ment. 

2.  The  figure  and  word.  , 

3.  Abstract  work  in  the  four  steps. 

4.  Teach  objectively  J  and  1-7  of  7 ;   ^,  1-3,  1-9 

of  9,  etc.' 

5.  A  line  nine  inches  long. 

6.  A  line  seven  feet  long. 

7.  A  rectangle  8Xi- 

8.  Liquid  measure.     Pints,  quarts,  etc. 

9.  ]^Ioney  values. 

10.  Color  and  number. 


IV.    LANGUAGE. 


The  oral  and  written  language  work  of  this  month 
adds  many  new  words  to  the  vocabulary  already  learn- 
ed. The  names  of  months  and  days,  of  proper  names, 
of  the  animals  of  the  Northland,  are  added  to  the  list 
as  they  occur  in  the  development  lessons. 


98  January. 

Stanzas  of  poetry  are  given  for  development,  for 
reading,  and  for  memory  drill.  Teach  the  thought  of 
the  stanaza,  the  arrangement  of  the  lines,  the-  use  of 
the  capital  letters,  and  the  marks  of  punctuation.  Give 
much  memory  work,  but  do  not  memorize  merely  for 
the  sake  of  memorizing. 

Continue  oral  and  written  language  work  and 
sight  reading  from  the  board.  The  printed  lessons 
from  the  nature  and  literature  work  supply  the  read- 
ing material.  In  addition,  a  first  reader  should  be 
used.     If  possible,  let  each  child  have  his  own  copy. 

Printed  sentences,  such  as 
The  New  Year. 

1.  This  is  a  new  year. 

2.  It  is  called  1903. 

3.  The  name  of  the  first  month  is  January. 

4.  A  year  has  twelve  months. 

5.  A  month  has  four  weeks. 

6.  A  week  has  seven  days. 

7.  How  many  days  do  we  come  to  school? 

8.  Who  has  a  birthday  in  January? 

9.  What  is  the  New  Year  for? 

10.  "A  year  to  be  good  in,  and  not  to  be  bad 
in." 
Time  Stories. 

1.  The  Indians  told  time  with  sticks. 

2.  They  told  time  by  cutting  notches  on  the 

trees. 

3.  The    Indians    counted    the    months    by 

moons. 

4.  A  long  time  ago  people  measured  time 

with  the  hour  glass. 


The  Arts.  99 

5.  The  hour  glass  had  sand  in  it. 

6.  The  sand  ran  through  a  httle  hole. 

7.  It  took  an  hour  for  all  the  sand  to  run 

through. 

8.  Candles  were  used  to  tell  the  time. 

9.  King  Alfred  made  a  lantern. 
10.  We  tell  time  by  the  clock. 

Eskimo  Stories. 

1.  Agoonack's   papa   made   her  a  sled   for 

her  birthday. 

2.  The  Eskimo  makes  his  boat  of  bone  and 

sealskin. 

3.  The  boys  feed  the  dogs  walrus  skin. 

4.  Each  dog  has  a  name. 

5.  The  Eskimo  uses  the  sinews  of  the  rein- 

deer for  thread. 

6.  The   little   girls   help   their   mammas   to 

sew. 

7.  The  bovs  help  their  papas  to  hunt  and 

fish. 

8.  The  boys  make  sleds  of  ice  and  bone. 

9.  The  boys  like  to  play.     They  hunt  the 

musk  ox. 

10.  Eskimo    boys    and    girls    like    to    play 

games. 

11.  Would  you  like  to  live  as  the  Eskimo 

live  ? 


V.    THE  ARTS. 

Music. 


THEORY. 

1.  Chart  work  daily. 

2.  The  whole-note,  half-note,  quarter-note 


100 


January. 


3.  The  meaning  of  the  "rest." 

4.  The  value  of  the  whole-rest,  half-rest,  quar- 

ter-rest. 

5.  Continue  scale  and  interval  work. 

January  Sojigs. 

1.  "The  Little  New  Year,"  Jenks  and  Walker. 

2.  "The  Old  Year  and  the  New,"  lb. 

3.  "The  Clock  Song." 

4.  "jMerry  Little  Snow  Flakes." 


DRAWING. 

I.  Draw,  as  simply  as  possible,  the  reindeer, 
bear,  seal,  and  dog.  Have  children  copy. 
Cover  drawing  and  have  the  class  repro- 


duce from  memory. 


Drawings  from  Eskimo  life 


r  Clock 
1  Candles. 
Drawing       \  Lantern. 


Igloo. 

Sled. 

Boat. 

Shovel. 

Spoon. 

Dishes. 

Lamp. 

Knife. 


Hour  Glass. 


Model  bricks  (2X1)  and  build  the  igloo. 

Show  pictures  of  Arctic  scenes. 

Give  sewins:  lessons  on  the  animals  studied. 


The  Arts.  101 

WRITING. 

1.  The  formation  of  letters. 

2.  The  writing  of  words  and  sentences. 

3.  How  to  write  a  stanza. 

4.  I^niformity  in  regard  to  size  of  letters. 

5.  Do  not  allow  careless  writing  in  the  first 

year. 

Constructive  Work. 
Cutting,  Arrangement,  and  Mounting. 

The  children  have  now  used  the  ruler  until  they 
are  familiar  with  every  part.  They  are  able  to  meas- 
ure and  cut  lengths  as  directed.  We  have  found  the 
following  color  work  excellent  for  comparing  and 
fixing  different  lengths. 

Material  Required. 

1.  Paper  for  mounting. 

2.  Paste,  brush,  cloth. 

3.  Paper  strips  for  cutting. 

4.  Scissors.  • 


Direction. 


1.  Pleasure  a  strip  one  inch  long. 

2.  Paste  on  upper  left  hand  corner.  (Teacher 

direct  this).    We  will  call  this  ''A."    How 

long  is  A? 

Children,  A  is  one  inch  long. 

3.  Cut  a  strip  two  inches  long. 

4.  Paste  it  one- half  inch  below  A,  keeping  the 

left  hand  side  even. 


102  January. 

5.  \Miat  shall  we  call  the  second  strip?    Child- 
ren will  suggest  B.     Right. 
How  long  is  B? 
How  long  is  A? 
How  long  are  A  and  B? 
Children  readily  see,  and  give  the  result. 
How  long  is  C?     3  inches. 
How  long  is  D?     4  inches. 
How    long    are    they    together?     A-j-B-]- 
C-j-D=io  inches. 

And  thus  you  may  go  on  until  the 
strips  are  seven  or  more  inches  long. 

Each  added  strip  gives  rise  to  new 
questions. 

Give  the  children  an  opportunity  to 
ask  questions  and  make  problems. 

A  pleasant  game  may  be  made  from 
this  work.     One  child  says,  I  will  be  A; 
another  B,  C,  D,  E,  until  all  the  letters 
are  used.     Another  child  leads  the  game. 
Large  capital  letters  are  cut  from  tablet 
paper  for*  each  child.     Leader  says: 
A,  and  B.     Ans.  3  inches. 
A,  B  and  C.     Ans.  6  inches. 
B-|-C-|-D.     Ans.  9  inches. 


C+E. 


F  less  A? 
G  less  F? 
A  and  G? 

Lines  are  drawn  on  the  blackboard, 
representing  the  different  lengths. 


The  Arts.  103 

Questions: 

Find  a  line  three  inches  long. 

Find  a  line  five  inches  long. 

Find  a  line  four  inches  long. 

Find  the  longest  line,  etc. 

Change  of  work  is  recreation  to  the 

normal   child   and   this   color   work   fully 

illustrates  that  truth.    He  measures,  cuts, 

compares,    and    mounts;     he    adds,     and 

subtracts. 

^luch   of   the    work    is   done   in   the 

spirit  of  play  and  all  of  it  is  a  pleasure  to 

the  children. 
Cut  a  strip  as  long  as  A  and  B. 

Who  will  tell  how  long  to  cut  it  ? 

\Miat  shall  we  call  it?     Call  it  C. 
Paste  it  under  B. 

How  long  is  A  ?     i  inch. 

How  long  is  B  ?     2  inches. 

How  long  is  C?     3  inches. 

A-|-B-|-C=6  inches. 
Show  four  inches   on  ruler. 

Cut  a  strip  four  inches  long. 
Paste  this  under  C. 

What  is  its  name? 

Its  name  is  D. 


FEBRUARY 


L    NATURE  STUDY, 


In  this,  the  last  of  the 
'winter  months,  have  the 
children  watch  carefully  what 
Nature  is  doing.  Observe 
the  ground,  river,  trees,  and 
bushes.  Bring  in  some  twigs 
and  examine  the  buds.  Is  there 
any  difference  found  in  the 
buds?  Are  all  alive?  Prob- 
ably the  greatest  fall  of  snow 
may  occur  this  month.  Seize 
the  opportunity  for  its  study. 
Catch  some  of  the  flakes  on 
a  black  cloth.  Examine  them 
What  a  revelation  the  beauti- 
ful six  pointed  crystals  will  be  to  the  children.  Draw 
pictures  of  snow  crystals. 

Bring  out  the  uses  of  snow  as  well  as  the  pleas- 
ures it  brings.  When  does  it  snow  here?  When  in 
Eskimo  land?    \Miere  does  it  never  or  rarelv  snow? 


Library  Front. 

through  a  microscope 


104 


Nature  Study.  105 

Tell  the  story  of  "The  Little  White  Fairies,"  in  All 
the  Year  'Round  series. 


ANIMALS, 


The  Horse. — Since  the  horse  is  so  familiar  to 
nearly  all  children,  they  will  be  able  to  give  much  that 
is  interesting  in  regard  to  the  obvious  parts.  We 
have  talked  about  the  use  of  the  dog  to  the  Eskimo, 
of  the  donkey  to  people  who  travel  over  mountain- 
ous countries,  and  of  the  camel  as  the  "ship  of  the 
desert."  ' 

Now  let  us  compare  the  horse  with  these  other 
beasts  of  burden.  Why  is  he  better  suited  to  us  than 
the  other  animals  we  have  studied?  What  are  the 
points  of  resemblance?  What  the  differences?  Bring 
out  the  many  uses  of  the  horse.  What  food  and  care 
does  he  require?  Make  a  Hst  of  the  different  colors 
of  horses.  Call  the  children's  attention  to  the  eyes 
of  the  horse.  Why  placed  so  ?  What  kind  of  feet  ?  How 
does  he  walk?  Let  them  tell  you  of  the  shoeing  of 
the  horse.  Does  this  hurt  the  horse?  Why  not?  Is 
the  blacksmith  always  kind  to  the  horse?  Are  all 
owners  of  horses  as  kind  to  them  as  they  should  be? 

Talk  with  the  children  of  the  intelligence  of  the 
horse.  Illustrate  this  by  the  story  of  'The  Wise  Old 
Horse"  (See  Child's  World).  Tell  of  wild  horses  and 
their  traits;  of  the  beautiful  Arabian  horses  and  the 
love  of  the  Arab  for  his  faithful  friend.  The  story  of 
"The  Arab's  Farewell  to  his  Horse"  will  never  be  for- 
gotten. 


106 


Fkp.ruaky. 


I. 


Parts   and 
their  Uses 


OUTLINE THE  HORSE 

rHead. 
j^ody 
Tail.' 
Feet. 
Mane 
Eyes. 


iV.     Use  i 


Beast  of 
burden. 
Driving. 
Draug-ht. 


V 


II.     Color 


Black. 

Grey. 

Sorrel. 

Bay. 

Dapple. 

Brown. 

Corn 

(3ats. 

Grass. 

Hay. 


/Domes- 
tic. 
Wild. 


i 


Vl.  Charac- 
teristics 


Courage. 
Intelligence. 
Beauty. 
Affection. 
Swiftness. 
Strength. 
Memory. 
i^  DociHty. 


ustrate  characteristics  by  stories. 

^. —  The  dog  is  the  child's  favorite  pet. 


III.     Food 

VH.     II] 

The  Do, 

There  is  no  other  animal  with  which  he  is  so  familiar. 
In  many  homes  he  is  much  loved,  having  the  same 
privileges  as  the  children.  The  dog  is  not  only  loved 
by  children  but  by  great  men  as  well.  This  is  espe- 
cially true  of  the  characters  studied  this  month  in  the 
literature  and  history,  and  it  is  partly  because  of  their 
love  and  humanity  toward  our  dumb  animals,  that  they 
are  given  a  place  in  the  work  for  February. 

Every  child  has  a  story  to  tell  about  his  dog.  Our 
children  have  trained  their  pets  in  much  the  same  way 
that  the  little  Eskimo  trained  his  within  the  igloo. 
Thev   know    manv   of  the  habits   of  their    dogs   that 


^'AT^HK  Study.  107 

older  people  do  not  observe.  Give  them  every  op- 
portunity to  relate  their  observations.  One  will  tell 
how  his  dog  can  catch  a  rat.  What  kind  of  a  dog  is 
he?  Is  he  large  or  small?  Let  teacher  bring  new 
knowledge  about  the  rat  terrier. 

Another  will  tell  how^  his  dog  can  swim  when  he 
throws  sticks  into  the  water.  Here  tell  of  the  bravery 
of  the  Newfoundland  dog  and  his  service  to  man. 
The  story  of  the  dog's  saving  the  life  of  a  child  will 
not  be  forgotten. 

Tell  of  the  noble  St.  Bernard  dogs  wdiich  are 
sent  out  every  night  to  search  the  mountain  passes 
for  some  traveler  w-ho  may  have  lost  his  way.  If  they 
are  told  of  brave  ''Barry*'  that  saved  forty  lives  and 
w-as  given  a  medal  for  his  services  will  it  not  quicken 
their  admiration  for  and  interest  in  all  dogs? 

Bring  out  the  characteristics  as  found  in  the 
outline.  What  senses  are  most  acute?  Why?  Pre- 
pare at  least  one  story  illustrating  the  nature  and 
value  of  each  of  the  dogs  studied.  The  thought  of 
kindness  and  sympathy  will  be  further  brought  out 
in  the  work  in  history  and  literature. 

OUTLINE THE  DOG. 

I.     Obvious  parts  and  their  uses. 
"vShepherd. 
Terrier. 
Hound. 
St.  Bernard. 
Pug,  etc. 
r  Protection   to   man. 
J  For  hunting  purposes. 
III.     Lse    ^  t^^^i^stit^^te  for  horse. 
I  A  household  pet. 


II.     Kinds      -i 


108 


February. 


IV.     Characteristics 


Courage. 

Strength. 

Faithfuhiess. 

Love. 

Endurance. 

Beautv. 

Swiftness. 

Intelligence. 

Memory. 

Docilitv. 


11.    LITERATURE  AND  HISTORY. 

All  countries  have  their  ideal  men  whose  memor- 
ies they  cherish  and  honor.  From  the  many  whose 
lives  are  part  of  our  history  are  selected  the  charac- 
ters of  Washington  and  Lincoln.  The  study  of  these 
men  is  adapted  to  any  grade,  but  to  none  better  than 
to  the  primary.  We  wish  our  children  to  have  high 
ideals  of  character.  Should  not  our  teaching  in  his- 
tory and  literature  lead  to  this?  Is  there  any  other 
way  to  teach  lessons  of  truth,  bravery,  integrity, 
humanity,  faithfulness  to  duty,  than  through  the  lives 
of  great  and  good  men  and  women. 

There  is  a  wealth  of  story  and  illustration  con- 
nected with  the  lives  of  Washington  and  Lincoln, 
which  is  available  to  every  teacher.  Let  it  be  a  patri- 
otic month  as  well  as  an  historical  one.  Our  boys 
and  girls  should  understand  in  early  life  that  loyal 
children  are  needed  as  well  as  loyal  men  and  women; 
that  strong  traits  of  character  are  developed  from 
childhood,  as  seen  in  the  lives  of  these  typical  men, 
Washington  and  Lincoln. 


Literature  and  History, 


109 


Abraham  Lincui.n. 


THE  STUDY  OF  ABRAHAM    LINCOLN. 

A  Talk  About  Birthdays.^ 
Children  are  always  interest- 
ed in  the  coming  of  their  own 
birthdays,  and  the  birthdays 
of  those  whom  they  loye.  The 
study  of  characters  can  be 
appropriately  introduced  by 
referring  to  this  eyent  in  this 
way.  Does  any  boy  haye  a 
birthday  this  month?  Who? 
Is  there  a  little  girl  who  has 
one  ?  Let  us  write  their 
names  on  the  board. 

Lincoln's  Youth. — A  great 
man  that  we  are  going  to  study  about  had  his  birthday 
in  February.  W^ould  you  like  to  know  his  name  ?  It 
was  Abraham  Lincoln.  Shall  we  write  it  wdth  the 
other  names?  Now  we  shall  begin  to  talk  about  him 
when  he  was  a  little  boy  just  like  these  boys. 

Liye  oyer  the  life  of  Lincoln  with  the  children. 
Let  them  become  familiar  with  his  early  life  and  the 
hardships  he  endured.  Picture  the  rude  cabin  in  the 
woods  without  windows  and  doors,  and  its  meager 
furnishings  inside.  Draw  cabin  on  paper  or  black- 
board. Tell  the  children  of  x\braham's  queer  clothes 
when  he  was  a  little  boy.  \Miy  was  he  so  dressed? 
School  Days. — His  school  life  should  be  giyen  and 
compared  with  the  adyantages  of  the  boys  and  girls 
of  the  present.  He  walked  two  miles  to  school  when 
he  was  fiye  years  old.  What  did  he  haye  for  a  slate? 
How  long  did  he  attend   school?       Only  one  year. 


110  February. 

\Mio  helped  him  afterward?  What  books  did  he 
have?  What  happened  to  one  of  them?  How  did  he 
pay  for  it? 

Some  Characteristics. — Bring  out  his  kind  and  hu- 
mane nature  by  the  stories  of  the  pig  and  the  turtle. 
The  smallest  children  can  understand  and  will  ap- 
preciate these  stories  from  real  life. 

The  children  will  anticipate  the  kind  of  man  he 
became.  Tell  them  of  his  unusual  strength;  how  he 
could^  run,  and  jump  and  wrestle;  and  how  deep  he 
could  plough  the  furrow.  He  could  split  more  rails 
in  a  day  than  any  other  man  in  the  neighborhood. 
\Miy  was  he  called  the  railsplitter? 

Close  the  work  by  telling  the  children  in  a  very 
simple  way  of  the  condition  of  the  Negroes  in  the 
South.  ]\Ir.  Lincoln  had  gone  among  them,  had  seen 
them  whipped  and  sold.  What  would  such  a  man 
do?  He  would  want  to  help  them.  So  he  did.  The 
Xegroes  w^ere  made  free.  He  was  so  brave  and  kind 
and  good  that  the  people  were  glad  to  have  him  at 
the  head  of  our  great  country.  So  we  keep  his  birth- 
day every  year. 

Will  the  boys  and  girls  tell  some  of  the  traits 
they  like  best  in  Abraham  Lincoln? 

OUTLINE ABRAHAM  LIXCOLX. 

f  Parents 
L     Boyhood     ^  Home. 

.      I  Education. 


LlTKKATlKE    AND    HiSTORY. 


Ill 


11.     Stories  of  Boy- 
hood and  Man-^ 
hood 


III.     Traits  of  Character 


The  story  of  the  turtle. 
The  story  of  the  pig. 
The  story  of  Blossom. 
Benny's  Reprieve. 

Honesty. 

Irnthfulness. 

Perseverance. 

Kindness. 

Industrw 

B  raver  V. 


THE  STUDY    OF   GEORGE   WASHINGTON. 

Wq  must  remember  an- 
other birthday  in  Febru- 
a  r  y.  (Every  teacher 
should  have  a  large  picture 
of  each  of  these  great 
men).  On  looking  at  the 
picture  the  children  will 
respond  heartily.  Let  the 
children  first  tell  you  what 
they  know  about  Washing- 
ton. 

Boyhood. — B  e  g  i  n  the 
work  with  the  little  boy, 
Washington.  This  is  new 
and  always  interesting  to  the  little  ones.  Tell  them 
the  many  stories  connected  with  his  childhood  and  boy- 
hood life.  Bring  out  his  strong  traits,  truthfulness, 
kindness,  and  bravery.  Draw  the  first  school  house 
where  "Hobby"  ruled.  ,  There  George  played  at  "sol- 
dier" being  always  chosen  captain  by  his  schoolmates. 


\\'A>H1.X(,ToX 


112  February. 

Will  this  boyhood  incident  mean  anything  to  the  chil- 
dren?    Let  them  make  the  application. 

Mount  Vernon. — Passing  to  manhood  by  story 
and  illustration  tell  of  his  life  as  surveyor,  soldier, 
citizen  and  statesman.  Procure  a  picture  of  his 
home.  Take  the  children  with  3'ou  on  an  imaginary 
trip  to  lovel}'  ]\Iount  A'ernon.  Tell  of  the  mansion 
house  with  its  many  rooms,  and  how  they  are  still 
kept  as  nearly  as  possible  as  they  were  when  he  and 
Martha  Washington  lived  there;  of  the  deer  park 
below  the  house  and  the  grand  Potomac  at  its  edge, 
of  the  tomb  where  they  sleep,  surrounded  by  other 
members  of  the  Washington  family. 

Honors. — Another  interesting  thing  is  the  great 
monument  with  its  many  memorial  stones  erected  to 
his  memory  in  Washington  City.  Speak  of  the  state 
and  city  named  in  his  honor.  When  it  becomes  a 
fact  to  these  children  that  their  -own  county  (Wash- 
ington Countv,  Pa.)  and  its  largest  town  bears  his 
name,  will  it  not  be  a  real  thing  to  them?  One  state 
and  very  many  towns,  townships  and  counties  are 
named  after  him.  Why  should  all  these  honors  be 
given  to  W^ashington?  \Miat  must  people  do  that 
they  may  be  remembered  and  honored?  These 
subjects  are  so  full  of  interest  and  can  be  so  well 
adapted  to  primary  children,  that  they  can  not  fail  to 
leave  a  higher  conception  of  humanity  and  heroism. 

OUTLINE — GEORGE   WASHINGTON. 

r  Parents 
L     Boyhood     <  Home  . 

L  Education 


Literature  and  History. 


113 


II. 


Stories  of 
his  Boy- 
hood and 
Manhood 


III.     .Manhood 


IV. 


r  The  planting  of  the  seeds. 

The  Cherry  Tree — Truthful- 
ness. 

Riding  the  Colt — Courage. 

Little  George  Washington. 

Great  George  Washington. 

His  pony,  Hero. 

His  love  for  dogs  and  horses. 

Story  of  Betsy  Ross  and  the 
[  first  flag. 

Surveyor 

Soldier. 
I  Statesman. 
I  Citizen. 

History  of  the  Flag. 

1.  Design    from    Washington    coat-of- 

arms. 

2.  Designed  by  George  Washington. 

3.  A  fade  by  Betsy  Ross  of  Philadelphia. 

4.  Adopted  by   Congress.   1777. 

5.  Xuml^er    of    stars    and    stripes. 

6.  Arrangement  of  each. 

7.  The   addition  of  new   stars. 

8.  Colors:        Red,     the      language      of 

courage  and  the  emblem  of  war. 
White,   symbol  of  truth   and   hope. 
Language  of  purity  and  emblem  of 
hope.      Blue,    language    of   loyalty, 
sincerity  and  justice. 
Q.  How  Betsv  cut  the  star. 


114  February. 

\'.     Washington  Geography. 
There  have  been  named  in  his  honor  one  state, 
the  capital  of  the  United  States,  twenty-six  counties, 
two   hundred   cities   and   towns.     Pennsylvania   it   is 
said  has  twenty-four  places  named  in  his  memory. 

Reference  Books. 

"In  the  Child's  World,"  Emilie  Poulsson. 
'The  Story  Hour,"  Kate  Douglas  Wiggin  and  Nora 

A.  Smith. 
"Animal  Kingdom." 
"Old  Glorj,"  Dr.  A.  E.  Maltby. 
"Stories  from  the  Life  of  Washington." 
'"Stories  from  the  Life  of  Lincoln." 

^Memory  Poems. 

Politeness. 

'Tf  a  lady  on  the  street. 

Or  my  teacher  I  should  meet, 

From  my  head  my  hat  I  take, 

And  a  bow  like  this  I  make, 

Now  I  fold  my  hands  up  so, 
^  To  my  seat  I  softly  go." 

February. 

Here  is  February, 

Such  a  tiny  thing; 

She's  the  shortest  daughter, 

Mother  year  can  bring. 


EL    NUMBER. 

It  is  necessary  in  the  number  work  constantly  to 
recall  the  lessons  of  the  preceding  months.  The  chil- 
dren are  prepared  for  each  new  step  by  its  association 
with  what  is  alreadv  knowm.     The  number  outlines  are 


Number.  115 

necessarily  much  alike,  and  upon  some  of  these  points 
no  further  suggestions  will  be  made. 

STUDY  OF  MONEY. 

This  month  let  us  consider  money  values.  The 
educational  toy  money  is  one  of  the  necessary  helps  in 
the  primary  school.  In  some  lessons  children  are  early 
taught  the  value  and  use  of  money,  and  are  able  to 
conduct  business  transactions  with  surprising  accur- 
acy; but  the  majority  of  children  need  training  in  this 
direction.  Teach  the  quick  recognition  of  the  differ- 
ent pieces  ot money.  Make  a  collection  of  articles  used 
in  "keeping  store"  in  the  school-room.  Teach  value  of 
money  pieces  by  comparison.  Give  a  row^  of  children 
the  dollar  pieces  ;  another  row  half-dollars ;  another 
quarters.  Compare  the  values.  First  and  second 
rows,  compare.  How  many  half-dollars  must  be  ex- 
changed for  a  dollar?  What  other  name  has  the  half- 
dollar?  Compare  the  quarter  and  half-dollar  in  a 
similar  manner ;  the  quarter  with  the  dollar.  It  is 
surprising  how  children  work  out  the  comparative  val- 
ues of  the  different  pieces. 

COST   OF    COMMON    ARTICLES. 

Have  the  children  estimate  the  cost  of  articles  of 
food.  What  does  a  sack  of  flour  cost?  A  paper  of 
coffee?  A  pound  of  tea?  A  quart  of  beans?  Mo- 
lasses? ]Milk?  What  other  articles  are  bought  by 
the  quart?  Name  articles  bought  by  the  pound.  Talk 
about  the  cost  of  clothes.  What  does  a  hat  cost  ?  A 
pair  of  shoes  ?  A  suit  for  Herman  ?  A  dress  for  Ed- 
na? Give  easy  problems  in  which  children  are  re- 
quired to  give  "change.''     This  work  is  useful  and  in- 


116  February. 

teresting  to  children  because  it  enters  into  the  prob- 
lems of  real  life. 

COLOR   WORK  FOR  FEBRUARY MAKING  A   FLAG. 

In  connection  with  the  number  work  make  a  small 
flag  from  colored  papers.  From  red  paper  measure 
and  cut  out  a  rectangle  eight  inches  long  and  one  inch 
wide.  Fold  this  lengthwise  and  cut.  Each  flag  will 
require  seven  of  these  half-inch  strips.  Take  a  small 
sheet  of  drawing  paper  and  mount  these  strips,  leav- 
ing a  space  of  the  white  the  same  width  as  the  red. 
Cut  a  small  blue  oblong  for  the  corner.  Upon  this 
place  thirteen  stars.  How  many  red  stripes?  What 
does  the  red  mean?  How  many  white?  Why  thir- 
teen stars?  Children  will  need  careful  directing  and 
help  in  this  work,  but  facts  in  history  and  number  will 
be  permanently  fixed  in  the  doing.  Teach  the  cutting 
of  the  five-pointed  star,  as  Betsy  Ross  cut  it.  W^hy 
did  she  not  approve  of  the  six-pointed  star  ? 

LINCOLN   CABIN. 

In  connection  with  the  Lincoln  study,  a  log  cabin 
might  be  built  by  the  children  with  the  teacher's  help. 
Lath,  or,  better,  rods  may  be  used  for  logs.  This  cabin 
building  may  be  made  the  basis  for  a  large  amount  of 
concrete  number  work,  such  as  comparing,  measuring, 
etc. 

NUMBER  OUTLINE. 

1.  The  fundamental  steps.     Concrete. 

2.  The  figure  and  word. 

3.  The  abstract  work. 

4.  Lines — eight  inches ;    eight  feet.     Drawings 


Language.  117 

involving-  the  three  classes  of  lines,  using 
the  new  length. 
5.  The  rectangles  8X1,  4X2. 

{Length. 
Width. 
Area, 
dollars, 
half-dollars, 
quarters, 
dimes, 
nickels. 
^  cents. 

7.  Lessons  in  buying  and  selling,  using  educa- 

tional toy  money. 

8.  Liquid  measure.     Teach  eight  pints   in  one 

gallon. 

9.  Problems  related  to  nature  study. 

10.  Color  and  number.     ^lake  a  small  flag  by 
measurement. 


6.  Alonev  values    < 


IV.    LANGUAGE. 


FORMING    PLURALS. 

In  connection  with  the  phonic  work,  teach  plural 
forms.  Write  a  list  of  familiar  words  upon  the  board 
in  the  singular  number.  Give  a  drill  on  the  sound  of 
s.  Teach  first  such  words  as  form  their  plurals  by  the 
addition  of  «s-  only.  How  shall  we  teach  the  little  children 
the  plurals  of  words  ?  In  a  natural,  easy  way.  What 
do  we  say  when  we  have  more  than  one  book?  The 
child  says  books.  What  sound  did  you  hear  added  to 
the  word  book  ?     The  sound  of  ^.     When  you  see  more 


118  February. 

than  one  bird,  what  do  you  say  ?  Birds.  Give  a  Hst  of 
easy  words  in  the  singular,  having  children  form  the 
plural  by  adding  ^. 

FORMING  THE  POSSESSIVE. 

Teach  the  possessive  form.  John  has  a  pencil. 
John's  pencil  is  broken.  Have  the  children  tell  the  dif- 
ference between  the  sentences.  Who  owns  the  pencil  ? 
John.  Tell  them  that  the  mark  between  71  and  .?  shows 
the  ownership.  Have  each  child  write  his  own  name, 
showing  that  he  possesses  something.  Have  children 
write  from  dictation  such  forms  as  Mary's  hat,  Paul's 
book,  Ernest's  sled.  Arrange  a  list  of  words  from  the 
nature  and  literature  work.  Have  children  use  these 
words  in  sentences  showing  the  possessive  forms. 

A  LANGUAGE  LESSON. 

George.     George's  hatchet  was  new. 

pony.         The  pony's  name  was  Hero. 

dog.  The  dog's  ears  are  long. 

horse.        The  horse's  shoes  are  iron. 

flag.  The  flag's  colors  are  red,  white  and  blue. 

In  conversation  the  children  use  both  the  plural 
and  the  possessive  forms.  Why  should  they  not  be  a 
part  of  the  language  work  of  the  first  year? 

PRINTED   STORIES. 

George  and  the  Hatchet. 

1.  George  was  fond  of  play. 

2.  His  father  gave  him  a  little  hatchet. 

3.  George  took  the  hatchet  and  went  into  the 

garden. 

4.  He  saw  a  young  cherry  tree. 

5.  What  did  George  do? 


Language.  119 

6.  He  cut  the  cherry  tree  down. 

7.  George's  father  saw  his  fine  tree  cut  down. 

8.  He  asked  George  who  did  it. 

9.  George  told  his  father  the  truth. 

10.  \Miat  did  his  father  say? 

11.  He    said    that   he    would    rather    lose   many 

cherry  trees  than  have  his  boy  tell  one  lie. 

12.  Do  you  think  that  George  was  sorry? 

13.  What  does  this  story  teach  us? 

POi"})!. 

"If  all  the  trees  were  cherry  trees. 
And  every  little  boy. 

Should  have,  like  young  George  Washington, 
A  hatchet  for  a  toy. 
And  use  it  in  a  way  unwise. 
What  would  we  do  for  cherry  pies?" 

George  and  the  Colt. 

1.  George  Washington  was  fond  of  horses. 

2.  His  mother  had  a  pet  colt. 

3.  George  was  brave  and  truthful. 

4.  He  caught  the  colt  and  rode  it. 

5.  The  colt  was  much  frightened. 

6.  It  ran  away  with  George. 

7.  It  ran  so  long  that  it  fell  dead. 

8.  George  was  very  sorry. 

9.  His  mother  was  sorry,  too. 

10.  George  had  a  little  pony  called  Hero. 
George  and  the  Seeds. 

1.  One  day  George  and  his  father  went  into  the 

garden. 

2.  His  father  made  a  little  garden  bed. 

3.  He  wrote  ''George"  in  the  soft  ground. 


120  February. 

4.  Then  they  planted  some  Httle   seeds  in  the 

marks. 

5.  Soon  after  George  ran  to  his  father,  and  said, 

"Oh,  father,  come  and  see  my  name  made 
of  httle  green  plants." 

6.  Why  did  the  plants  spell  George  ? 

.  7.  We  planted  some  seeds   in  the   shape   of   a 
star. 
8.  What  do  vou  think  we  will  see  bv  and  bv  ? 


V.    THE  ARTS, 


MUSIC. 


1.  The  National  Hymn. 

2.  Drummer  Boy. 

3.  Our  Flag  Colors. 

4.  We'll  ]\Iarch  Around. 


DRAWINGS    AND    PICTURES. 

Blackboard  pictures  of  horse  and  dog,  house, 
hatchet,  hat,  tree,  sword,  flag. 

Have  pictures  of  Washington  and  Lincoln. 
Make  charts  of  pictures  of  dogs  and  horses. 

COLOR   WORK. 

Fold  stars  and  make  flag. 

Cut  the  five-pointed  star. 

]\Iake  chains  of  red,  white  and  blue  paper.  Fold 
hat  from  paper. 

Directions  for  making  flag  will  be  found  in  Dr. 
A.  E.  :\Ialtbv's  book,  entitled,  "Old  Glory.'' 


The  Arts.  121 

VALENTINE  MAKING. 

Tell  the  story  of  good  St.  Valentine.  Cut  heart 
shapes  from  cardboard  and  decorate.  Give  children 
beautiful  little  sentiments  of  love  and  friendship  to 
write  on  the  cardboard,  or  in  a  booklet  if  one  is  made. 
Send  these  to  parents,  sick  children  or  far-away 
friends.  Other  designs,  as  horse  shoe,  clover  leaf,  cir- 
cle, bird,  flower,  envelope,  etc.,  are  appropriate. 

This  little  card  so  dainty, 
So  snowy  white  and  fair. 
Brings  peace  and  loving  wishes 
For  God's  great  love  and  care. 

This  little  gift  so  precious 
Is  from  a  friend  of  thine, 
Who  wishes  thee  great  happiness 
And  sends  this  valentine, 

"We  send  you  this  sweet  valentine 
Your  good,  truf;  heart  to  cheer, 
And  may  the  happiness  it  brings 
Be  with  you  all  the  year." 

— From  Loving  Friends  at  School. 

Here's  a  loving  letter  with  a  kiss  and  a  squeeze, 
I'd  like  to  be  your  valentine — that  is  if  you  please. 


MARCH. 


L    NATURE  STUDY. 

HARBINGERS   OF  SPRING. 

The  observing  child  does  not 
need  to  be  reminded  that  the  har- 
bingers of  spring  are  already  here. 
A  few  warm  days  and  there  is  a 
visible  change  in  all  nature.  The 
snow  is  gradually  disappearing 
from  the  hillside  and  field,  and  the 
ice-bound  river  is  again  a  thing  of 
the  past.  The  twigs  begin  to 
change  their  color,  the  pussy-willow 
stirs  from  its  winter  sleep,  and  the 
little  crocus  peeps  through  the 
Sfround. 


Physical  Preparation 
TO  Teach. 


THE  BIRDS. 

Every  day  the  observations  in- 
crease. The  bluebird  is  said  to  come  first  from  his 
southern  home,  arriving  quite  early  in  the  month ;  he 
is  followed  closely  by  the  robin.  Notice  the  birds  com- 
ing' back  again.  Do  they  come  back  in  flocks,  in  pairs, 
or  singly?  The  male  robins  come  several  days  before 
the  females.     Do  they  look  as  they  did  when  they  mi- 

122 


Nature  Study.  123 

grated  south  ?  What  change  is  noticeable  in  the  phuii- 
age?  Do  they  sing  on  returning?  Are  they  restless 
or  quiet  ?  Encourage  the  children  to  observe  the  com- 
ing and  habits  of  the  returning  birds. 

THE  TREES. 

Early  in  the  month  study  the  maple  tree.  Show 
pupils  the  charts  of  maple  leaves  which  they  mounted 
in  the  autumn.  Consider  the  appearance  of  the  tree 
now.  What  changes  has  it  passed  through?  Wliere 
did  the  sap  go  during  the  winter?  What  is  the  sap 
doing  now^  ?     It  is  running  up  the  tree  again. 

MAKING  MAPLE  SUGAR. 

Give  lessons  on  the  sugar-maple  and  sugar-mak- 
ing. Have  the  children  tell  you  what  they  know  about 
the  tapping  of  a  maple  tree,  the  gathering  and  boiling 
of  the  sap.  How  is  the  maple-sugar  made?  Have 
children  see  the  conditions  necessary  for  the  flowing 
of  the  sap.  Why.  tapped  at  this  particular  trme  of  the 
year?  Of  what  are  the  spiles  made?  Why?  If  pos- 
sible, have  some  of  the  sap  that  the  children  may  know 
its  taste.  Does  the  sap  of  the  horse-chestnut  tree,  or  of 
the  oak  taste  like  the  sap  of  the  sugar-maple  ? 

TWIGS  AND   BUDS. 

Study  carefully  the  twigs  and  buds  of  a  few  famil- 
iar trees  and  bushes.  Observe  the  length  and  shape 
of  the  twig,  its  covering,  and  its  arrangement  upon  the 
branch.  Observe  the  buds  as  to  size,  color,  covering, 
shape,  position  on  the  twig,  and  state  of  development. 
The  lilac,  horse-chestnut,  pussy-willow,  and  maple  are 
the  most  familiar  to  our  children. 


124  March. 

THE  PUSSY-WILLOW. 

Begin  with  the  pussy-wihow.  Observe  it  day  by 
day  in  its  changing  beauty  and  rapid  development.  Tell 
the  story  of  the  Pussy-Willow's  Hood.  Have  the  twigs 
in  the  class.  What  color  are  they  to-day  ?  Have  they 
on  their  furs?  Will  they  wear  them  long?  Will  the 
dress  be  the  same  color  in  a  few  days?  We  shall 
watch  and  see. 

THE  LILAC. 

With  the  pussy-willow,  or  following  it,  studv  the 
twigs  and  buds  of  the  lilac  bush.  Are  the  twigs  sim- 
ilar to  the  twigs  on  the  pussy-willow?  Are  the  little 
buds  the  same  color,  and  are  they  arranged  on  the  twig 
in  the  same  way  as  the  fairy  pussies  ?  There  is  a  great 
difference.  Bunches  of  little  buds  placed  opposite  each 
other  on  the  twig.  Cut  a  bunch  of  Pussy- Willow  and 
a  bunch  of  lilac  for  the  school-room.  Put  them  in 
water,  changing  daily,  and  watch  the  rapid  develop- 
ment. • 

STUDY  OF  BUDS. 

Now  turn  to  the  maple  tree  and  look  at  the  bunch- 
es of  tiny  red  buds.  How  are  they  arranged?  Com- 
pare these  buds  with  the  buds  of  the  pussy-willow  and 
the  lilac.  How  do  they  differ  in  size?  Color?  Po- 
sition of  the  twig?  Look  at  the  horse-chestnut.  Com- 
pare it  with  the  maple,  the  lilac,  and  the  willow.  Plow 
are  the  buds  arranged?  Where  is  the  largest  one? 
Where  are  the  leaf  buds  ?  The  flower  buds  ?  Exam- 
ine bud  by  removing  the  coat.  Take  off  the  scales  one 
by  one.  Find  the  tiny  leaf  wrapped  in  its  blanket. 
Compare  this  leaflet  with  the  leaves  mounted  in  the 
autumn. 


Nati're  Study.  125 

Throughout  the  remaining  spring  months  observe 
the  development  of  these  four  varieties  of  twigs  and 
buds.  Do  they  change  their  color  as  they  grow  ?  How 
do  they  differ  from  one  another  in  shape  and  size  of 
leaf?  Watch  for  the  blossoms  of  each.  What  is  the 
color  of  the  lilac  ?  The  pussy-willow  ?  The  maple  ? 
The  horse-chestnut?  Which  one  is  the  most  beautiful? 
Which  one  the  most  fragrant?  Which  one  does  the 
honey  bee  visit?  Which  tree  bears  a  nut?  Is  it  an 
edible  nut  ?  Why  called  the  horse-chestnut  ?  Give  the 
story,  "How  the  Horse-chestnut  Received  Its  Xame." 

AIR  AND  WIND. 

The  variable  month  of  ^larch  is  selected  for  the 
special  study  of  air  and  wind.  Going  back  to  the  au- 
tumn the  children  will  recall  the  work  of  the  wind  in 
the  distribution  of  seeds.  How  it  helped  to  strip  the 
trees  of  their  leaves  and  brought  the  nuts  down.  They 
w411  tell  of  the  cold  north  wind  brinofinor  the  snow  and 


't>' 


freezing  the  streams. 


THE  AIR. 


\\'e  will  now  consider  the  air  at  rest.  We  wish 
the  children  to  understand,  not  so  much  what  it  is,  but 
that  it  is  essential  to  all  life.  Fix  this  fact  by  conver- 
sation lessons,  stories,  and  experiments.  If  all  the 
boys  and  girls  were  taken  from  the  room,  what  would 
still  remain  ?  The  furniture.  Remove  that,  and  what  re- 
mains? The  children  may  say,  "Nothing."  Remove 
the  crayon  from  the  box.  It  is  now  filled  with  some- 
thing else.  What  is  it?  The  answer  will  probably 
be  air. 

We  open  the  window.   Why  ?   To  let  in  some  fresh 


126  March. 

air.  Was  there  not  air  in  the  room  before?  The  an- 
swer will  be  that  the  air  was  too  warm  or  that  it  was 
not  good  air. 

What  do  we  do  with  the  air?  Take  it  into  the 
lungs.  Wliat  kind  of  air  should  it  be?  \\>  can  now 
show  how  the  air  becomes  impure  in  the  room.  How 
impure  air  taken  into  the  lungs  will  eventually 
cause  death.  Illustrate  by  people  being  crowded  to- 
gether in  small  rooms  without  sufficient  fresh  air.  Ask 
the  children  many  questions  by  way  of  comparison. 
What  kind  of  air  comes  from  the  open  window  ?  What 
kind  comes  from  the  radiator  or  stove?  Where  does 
the  warm  air  go  ?  Where  does  the  cold  air  go  ?  Show 
how  heat  expands  air  by  the  simple  experiment  of  the 
bladder.  Hold  the  bladder  over  the  radiator.  What 
happens?     Lt  becomes  full.     Why? 

THE  WIND. 

Now  talk  about  the  wind.  Can  the  children  see 
it?  Can  they  feel  and  hear  the  wind?  What  is  the 
wind  ?     It  is  the  air  moving  about. 

Have  the  children  tell  you  what  the  wind  can  do. 
They  will  speak  of  its  rocking  the  birds  in  the  trees, 
driving  the  sailboats,  turning  the  wind  wheels,  flying 
their  kites,  blowing  off  hats,  and  turning  umbrellas. 
Name  the  four  winds.  Record  daily  the  direction  from 
which  the  wund  is  coming.  Upon  the  board  write  a 
list  of  the  uses  of  the  wind.  In  another  place  show  its 
destructive  power.  The  many  stories  suggested  in 
the  literature  work  will  make  this  study  of  wind  and 
air  both  interesting  and  practical. 

THE   SUN. 

The  lessons  about  the  sun  should  be  introduced 


Nature  Study.  127 

by  questions  that  will  lead  the  children  to  see  the  close 
relation  between  it  and  the  plant  and  animal  world. 
\\'hat  causes  the  buds  to  swell  ?  The  flowers  to 
bloom  ?  The  grass  to  look  so  green  ?  Children  will  an- 
swer, Because  it  is  growing  warmer.  Where  does  the 
heat  come  from?  What  comes  from  the  sun  besides 
heat  ?  Could  we  live  without  heat  and  light  ?  Do  you 
think  that  buds  and  flowers  could  grow  without  heat 
and  light  from  the  sun  ? 

Have  you  noticed  any  difference  in  the  rising  of 
the  sun  ?  Does  the  daylight  come  earlier  than  it  did  in 
the  winter  time?  Then  the  sun  must  rise  earlier. 
What  about  the  setting  of  the  sun?  It  sets  later. 
Will  the  days  be  longer  or  shorter?  What  about  the 
nights  ?     They  become  shorter. 

That  the  sun  is  many  times  as  large  as  the  earth  is 
all  that  is  necessary  to  say  in  regard  to  size. 

It  is  very  far  away  from  us,  and  this  makes  it  ap- 
pear like  a  small  body.  The  power  of  the  sun's  heat 
is  brought  out  by  the  story,  "The  Wind  and  the  Sun." 

OUTLINE. 

I.     General  Observation  of  Spring. 

The  disappearance  of  ice  and  snow\ 
The  return  of  birds  and  bees. 
The  condition  of  the  ground. 
The  wdnds  of  March. 
II.     Special  Observations. 


Twigs 


Pussy- Willow. 

TVT     1  Observe 

Maple. 


L 


Horse-chestnut. 


Color. 
Length. 
Use^ 
Position. 


128 


March. 


Shape. 

TD   J  Size. 

Buds      ^   „  , 

Color. 

Arrangement  on  twig. 
Chairs. 

III.     Use  of  \Mllow  Wood   i  ^^s^'f  ^• 

I  Kasels. 


Air 


Canes. 
f  Weeping-willow. 
IV.     Kinds  of  Willow     <  Weaving-willow. 

L  Pussy-willow. 
V.     How  is  the  wood  prepared  for  weaving? 

AIR   AND   WIND. 

r  What  it  is. 
Where  it  is. 
Essential  to  life. 
Pure  air. 
Impure  air. 
Cold  air. 
L  Heated  air. 

f  What  the  wind  is. 
Direction  of  winds 
Kind    of   weather   each   wind 
brings. 

Changes  vapor  to  rain. 
Turns  wind  mills. 
Turns  weather-vane. 
Moves  sailboats. 
Flies  kites. 
Carries  seeds. 
Dries  clothes. 
Helps  the  birds  to  fly. 


Wind 


Uses  of  Wind  ^ 


Literature  axd  History, 


l29 


Destructive 


i 


Blows  trees  down. 
Destroys  plants  and 
flowers. 
Power  of  \\'ind    ^   Causes      great      sand 
storms. 
Destroys  ships  at  sea. 
■  Position. 
Size. 

fLi-ht. 
Use     < 

LHeat. 


The  Sun     < 


IL    LITERATURE  AND  HISTORY, 

The  value  of  the  willow-wood  is  taken  up  with  the 
study  of  the  twigs  and  catkins.  The  children  probably 
know,  or  are  led  to  observe,  that  the  willow  twigs  are 
used  for  making  chairs,  mats  and  baskets. 

HISTORY  OF  WEAVING. 

The  history  of  weaving  is  one  of  the  most  inter- 
esting of  the  arts,  as  well  as  one  of  the  most  ancient. 
As  far  back  as  history  goes,  men  have  woven  together 
twigs  and  reeds  to  form  a  rude  shelter.  The  weaving 
of  clothing  is  one  of  the  three  primal  race  occupations, 
the  others  being  planting  of  food  and  building  for 
shelter. 

The  simplest  form  of  weaving  is  that  which  enters 
into  the  weaving  of  mats,  which  are  woven  from  vege- 
table fibre. 

THE  W^EAVER  BIRD. 

It  is  thought  that  the  early  savage  races  learned 
this  art  from  studying  and  imitating  the  habits  of  cer- 


130  March. 

tain  birds.  The  greatest  architect  among  birds  is  a 
native  of  Africa,  which  is  known  as  the  weaver  bird, 
and  which  makes  its  nest  from  vegetable  fibre.  One 
of  the  birds  stays  inside  the  nest,  the  other  outside, 
pushing  the  strip  in  and  out  until  the  nest  is  finished. 
Show  the  pictures  of  these  wonderful  nests.  Why  are 
they  placed  so  high?  How  do  these  birds  enter  their 
nests? 

This  will  lead  to  a  discussion  of  the  way  in  which 
our  familar  birds  make  their  nests,  and  prepare  the 
children  for  keener  observations  during  the  time  of 
nest  building. 

MAT    WEAVING. 

For  weaving  work  the  materials  required  are  paper 
mats  and  weaving  needles.  The  mats  come  in  such 
beautiful  colors,  with  corresponding  tints  and  shades. 
Each  child  is  furnished  with  a  square  mat,  cut  length- 
wise into  a  number  of  strips.  The  strips  in  the  first 
weaving  lessons  should  be  at  least  one-half  inch  wide. 
The  margin  is  left  uncut,  and  this  forms  the  warp. 
For  the  woof  give  a  corresponding  mat,  which  is  to 
be  separated  into  a  certain  number  of  strips.  These 
strips  may  be  a  tint  or  a  shade  of  the  warp,  or  they  may 
be  of  any  other  color  that  will  harmonize  with  the  warp. 
The  first  weaving  lesson  must  be  the  simplest  form, 
consisting  of  over  one,  under  one,  and  continuing  across 
the  warp.  The  second  row  will  be  under  one,  over 
one.  This  is  the  way  mats  were  first  made  from  veg- 
etable fibre,  the  weaver  using  a  long  stick  where  we 
use  a  needle. 

These  weaving  lessons  require  patience  and  skill 
on  the  part  of  the  teacher,  and  these  virtues  grow  in 


LlTKRATLRE    AND    HiSTdRY.  131 

the  children  as  they  watch  the  pretty  mat  growing 
under  their  fingers.  Many  other  valuable  lessons  may 
be  taught  through  the  weaving  w'ork — neatness,  indus- 
try, cleanliness,  exactness,  design.  These  all  have  a 
place  in  the  weaving  lesson. 

Stories. 

1.  "Pussy   Willow's  Hood."  Cat  Tails. 

2.  "Pussy  Willow,"  Child^s  World. 

3.  "The  Maple  Tree's  Surprise."  Jb. 

4.  "The  Sun  and  the  Wind,"  Aesop. 

5.  "How    West    Wind    helped    Dandelion,"    Child's 

World. 

6.  "Spring  and  her  Helpers,"  lb. 

7.  "The  Meeting  of  the    VVinds,"  lb. 

8.  "North  Wind  at  Play,"  lb. 

9.  "Ulysses  and  the  Bag  of  Winds. 

10.  "Hermes."   Flora  J.    Cooke. 

11.  "What  the  Winds  Bring,"  Steadman. 

Reference  Books. 

"In  the  Child's  World,"  Emilie  Poulsson. 
'The  Child's  Book  of  Nature,"  Hooker. 
'The  Republic  of  Childhood,"  Wiggin. 

[Memory  Poems. 
March  Wind. 

Whichever  way  the  March  wnnds  blow, 
W' e  may  have  rain  or  we  may  have  snow ; 
Whether  it  blows  to  the  east. 
Or  blows  to  the  west. 
The  wind  that  blows, — 
That  wind  is  best. 

Wind  Play. 

March  now  comes  on  his  windy  way. 
And  is  always  ready  for  fun  and  play; 
Off  the  children's  hats  he  blows, 
Then  hides  and  whistles,  and  away  he  goes 

—E.  D.  E. 


132  March. 

The  Lilac  Bud. 

"A  smart  little  bud  on  a  lilac  twig 

Whispered  soft  and  low : 
'The  sunshine  is  bright  and  the  air  is  mild, 

So  it's  time  to  begin  to  grow. 

"  'Yes,  yes,  yes, — time  to  begin  and  grow ; 
The  sunshine  is  bright  and  the  air  is  mild 
So  it's  time  to  begin  to  grow.'  " 

What  the  Wixds  Bring. 

The  North  Wind. 

Which  is  the  wind  that  b'-ings  the  cold? 
The  north  wind,  children,  and  all  the  snow. 
And  sheep  come  scampering  into  the  fold 
When  the  north  wind  begins  to  blow. 

The  South  Wind. 

Which  is  the  wind  that  brings  the  heat? 
The  south  wind,  Carrie,  and  corn  will  grow, 
And  peaches  will  redden  for  you  to  eat, 
When  the  south  wind  begins  to  blow. 

The  East  Wind. 

Which  is  the  wind  that  brings  the  rain? 
The  east  wind,  Arthur,  and  farmers  know 
That  cows  come  shivering  up  the  lane 
When  the  east  wind  begins  to  blow. 

The  West  Wind. 

Which  is  the  wind  thai  brings  the  flowers? 
The  west  wind,  Bessie,  and  soft  and  low 
The  birds  sing  in  the  summer  bowers 
When  the  west  wind  begins  to  blow. 


-E.  C.  Steadman. 


In  March  Days. 

Two  little  pussies, 
Came  out  one  day. 
One  saw  the  other, 
Over  the  way. 


LlTERATl'RE    AND    HiSTORY.  133 

'Good  morning,  sister, 
How  do  you  do?" 
The  other  answered 
With  only  a  mew. 

One  gray  pussy. 
In  great  surprise. 
Could  hardly  believe 
Her  little  eyes. 

'I  could  never 
Stir  from  the  bough ; 
That  young  pussy 
Is  walking  now." 

The  other  pussy 
Went  home  with  a  bound ; 
'Mother,  Tabby, 
Guess  what  I've  found. 

'A  saucy  kitien 
Sat  in  a  tree ; 
Wore  a  brown  bonnet, 
And  mocked  at  me." 


-KateL.  Brown. 


What. 


'What  do  you  think  I  saw 
All  bundled  up  in  fur, 
Swinging  at  ease  on  a.  willow  spray? 
Nine  little  pussies,  plump  and  grey ; 
But  I  could  not  find  a  sign  of  a  claw. 
Not  even  a  tip  of  a  velvet  paw ; 
What  do  you  think  they  were?" 

Spring. 

"'Spring  is  a  little  daughter, 
The  sweetest  ever  seen, 
The  grass  comes  up  to  meet  her, 
And  all  the  trees  are  green. 
How  glad  we  are  to  see  her 
When  first  she  comes  this  way ; 
I  think  we  feel  like  saying: 
'Dear  Spring,  please  always  stay.'  ' 


134  March. 

Poem. 

1.  The   March   winds   are  blowing,    so   fierce   and  so  strong, 
They  say  to  the  pussies,  you've  slept  long,  so  long, 

We'll  blow  and  we'll  blow ;  yes,  we'll  blow  you  about, 
So  pussies,  dear  pussies,  awake  and  come  out. 

2.  The  pussies  are  sleeping  in  snug  beds  of  brown. 

At  the  call  of  March  winds,  they  awake  and  look  round. 
For  they  have  been  resting  the  whole  winter  long. 
And  welcome  the  call  of  the  March  wind's  wild  song. 


m.    NUMBER. 


Teach  the  number  work  of  Bud  Stud\  for  ]\Iarch 
largely  through  the  nature  work.  Buds  are  placed 
singly,  in  pairs,  or  in  clusters.  They  are  alternate  or 
opposite.  Make  use  of  this  arrangement  in  the  num- 
ber lessons.  Count  the  buds  on  the  twigs.  Count 
them  by  twos  and  inake  the  addition.  Take  groups  of 
buds,  as  the  maple.  How. many  in  the  group?  How 
many  ones?  Twos?  Threes?  Draw  a  twig  w4th 
three  "pussies"  on  it.  Draw  another  with  two  times 
three.  Another  with  three  times  three.  Problems. 
Abstract  statements.     3X1=3.       3X2=6.       3X3=9. 

WEAVING  EXERCISES. 

Teach  number  through  the  weaving.  Have  the 
children  weave  from  dictation,  counting  the  number 
of  times  over  and  under.  IMeasure  twigs  and  branch- 
es. Gather  the  long  twigs  of  the  swamp  w^illow  for 
foot  measurement.  Encourage  children  to  make  prob- 
lems relating  to  the  subjects  considered. 


Language.  135 

Outline  of  Number  Lessons  for  March. 

1.  The   fundamental  steps.     Concrete   develop- 

ment through    nature    work,    especially  by 
study  of  buds. 

2.  The  figure  and  word. 

3.  The  abstract  forms. 

4.  Teach  the  equal  fractional  parts  of  nine. 

5.  A  line  nine  inches  long.     Compare  with  eight 

inches,  seven  inches,  etc. 

6.  A  line  seven  feet  long.     Comparisons. 

7.  A  rectangle  9X1  feet  or  inches.     Teach  sq. 

ft. 

8.  A  rectangle  3X3  feet  or  inches. 

9.  Compare  these  rectangles  as  to  shape,  length, 

width. 

10.  Lessons  in  buying  and  selling. 

11.  Color  and  number. 

12.  Weaving  problems. 


IV.    LANGUAGE. 

COMPOSITION. 


The  plan  of  the  children's  composition  work 
should  be  uniform  throughout  the  class.  Teach  them 
as  early  as  possible  the  form  to  be  observed  in  the  lan- 
guage lesson.  Every  child  should  know  where  to 
write  Room  i,  the  month  and  date,  and  his  name.  In 
the  sentence  work  he  must  know  where  to  begin  the 
writing,  how  wide  the  margin  at  the  left  side  of  the 
paper  should  be ;    to  place  a  capital  letter  at  the  be- 


136  March. 

ginning  of  the  sentence,  and  the  proper  mark  of  punct- 
uation at  its  close.  There  will  not  be  many  mistakes 
in  the  spelling  if  the  children  have  seen  nothing  but 
correct  arrangement  of  letters  into  words.  The  writ- 
ing to  be  copied  by  the  children  should  -be  a  model 
worthy  of  imitation.  Careless  writing  by  children  is 
usually  the  outgrowth  of  careless  work  by  the  teacher. 

READING. 

Give  as  much  time  as  possible  to  the  reading.  In 
addition  to  the  printed  lessons,  make  a  collection  of 
easy  stories  for  quick  sight  reading.  Several  excellent 
books  are  new  available  for  primary  reading. 

PRINTED  LESSONS. 

The  Wind  and  the  Sun. 

1.  The  wind  met  the  sun  in  a  field. 

2.  The  wind  said,  'T  am  very  strong." 

3.  The  sun  said,  "I  am  strong,  too." 

4.  Each  one  thought  he  was  stronger  than  the 

other.  ■ 

5.  The  wand  laughed  at  the  sun. 

6.  A  man  was  walking  in  the  field. 

7.  The  man  had  a  cloak  on. 

8.  The  wind  tried  to  take  off  the  cloak. 

9.  The  wind  blew  very  hard. 

10.  The  man  held  the  cloak  tight  around  him. 

11.  The  sun  tried  to  take  off  the  cloak. 

12.  The  sun  was  very  hot. 

13.  The  man  was  too  warm. 

14.  He  took  off  the  cloak. 

15.  Which  was  the  stronger,  the  wind  or  the  sun? 


The  Arts.  137 

Air. 

1.  Air  is  everywhere. 

2.  We  cannot  see  the  air. 

3.  We  can  feel  the  air. 

4.  Heat  expands  the  air. 

5.  We  put  the  rubber  ball  on  the  radiator. 

6.  The  radiator  was  hot. 

7.  AMiat  did  we  see? 
Wind. 

•    I.  AMnd  is  moving  air. 

2.  The  wind  moves  the  ships. 

3.  The  wind  dries  the  clothes. 

4.  The  wind  flies  the  kites. 

5.  The  North  Wind  brings  ice  and  snow. 

6.  The  South  Wind  brings  birds  and  flowers. 

7.  The  East  Wind  brings  fog  and  rain. 

8.  The  West  Wind  brings  clear  weather. 


V,    THE  ARTS. 

MUSIC. 
March  Songs. 

1.  "Over    the    Bare    Hills    far    away,"    Jenks    and 

Walker. 

2.  "Pussy  Willow  Song,"  lb. 

3.  "Which   way   does    the    Wind     come?"     Eleanor 

Smith's  Songs. 

4.  "The  Windmill,"  Jenks  and  Walker. 

5.  "Weaving  Song."  lb. 

6.  "Sewing  Song."  lb. 

7.  "Mr.  Sun  is  a  Jolly  Fellow." 

8.  "Songs  of  the  Winds." 

Song  of  the  Winds. 

I  am  the  North  Wind  strong  and  bold, 

Blow,   blow,   blow ; 
I  bring  the  sleet  and  ice  and  cold. 

Blow,  blow,   blow ; 


138  March. 

I  bring  the  snowflakes  light  and  gay, 
Children  with  these  rejoice  to  play^ 
Dear  little  fairies  all  are  they, 
Blow,  blow,  blow. 

I  am  the  East  Wind  mild  and  dry, 

Blow,  blow,   blow ; 
Over  the  desert  sands  I  fly. 

Blow,  blow,   blow ; 
Chasing  the  sun  from  morn  till  night, 
Over  the  mountains  out  of  sight, 
Filling  the  forest  with  delight, 

Blow,  blow,  blow. 

I  am  the  West  Wind  wild  and  warm. 

Blow,  blow,    blow  ; 
I  bring  the  rain  and  roaring  storm, 

Blow,  blow,   blow ; 
Gently  I  lift  the  clouds  of  rain 
Over  the  hot  and  thirsty  plain. 
Gladly  I  freshen  the  fields  again. 

Blow,  blow,  blow. 

I  am  the  South  Wind  low  and  sweet, 

Blow,  blow,   blow ; 
I  bring  the  daisies  at  your  feet, 

Blow,  blow,   blow; 
Gently  I  bring  on  balmy  breeze 
Flowers  and  buds  and  leafy  trees, 
Lambkins  and  birds  and  busy  bees. 

Blow,  blow,  blow. 

DRAWING. 

1.  Drawing  twigs  and  buds  of  the  trees  studied. 

2.  Painting  the  twigs  in  water  colors. 

3.  Paper  weaving  and  basket  making. 

4.  Paper  folding ;   sailboat ;  pin-wheel. 

5.  Illustrate,  "The  North  Wind  at  Play." 

6.  Illustrate  poem,  "In  March  Days." 

7.  Illustrate  story,  "The  Sun  and  the  Wind." 

WRITING. 

See  suggestions  of  former  months. 
See  composition  work  for  March. 


APRIL. 


I.    NATURE  STUDY. 

'Then  let  ns  sing  and  praise, 
And  thank  the  Father  dear. 

For    April  is  the   fullest  month, 
Of  all  the  children's  vear." 


Looking  at  the  Robin. 


What  a  wide  field  tor  ob- 
servations! Every  day  new 
flowers  are  welcomed;  birds 
are  returning  and  bird  voices 
make  glad  the  world  around. 
Sunshine  and  shadow,  thun- 
der storms  and  laughing 
showers,  all  tell  the  story  of 
fitful  April. 


RESURRECTIOX  STORY. 

In  the  morning  exercises  tell  the  Bible  story  of 
the  resurrection.  Sing  the  hymns  of  Easter  time  and 
the  songs  of  returning  life  in  all  nature.  The  awaken- 
ing to  new  life  is  the  underlying  thought  for  the 
month.  ^Martin  Luther  said,  ''Our  Lord  has  written 
the  promise  of  the  resurrection,  not  in  books  alone, 
l)ut  in  every  leaf  in  spring  time.'' 

139 


140  April 

THE   CO  COO  X. 

Take  the  cocoon  and  recall  how  in  the  autumn 
it  spun  the  little  cradle  and  prepared  for  its  winter 
sleep.  It  is  apparently  dead.  What  will  soon  come 
forth  from  the  dead-looking  cocoon?  The  beautiful 
butterfly.  Why  is  the  butterfly  so  often  put  upon  our 
Easter  cards?  Why  the  little  chicken  and  the  Qgg? 
Why  the  rabbit?  Why  do  we  color  eggs  at  Easter 
time?  Tell  the  children  of  the  customs  of  other 
countries  in  celebrating  this  festival. 

SPRING   FLOWERS. 

The  spring  flowers  are  enthusiastically  welcomed 
by  the  little  children.  The  dainty  bloodroot  and 
frail  anemone  are  among  the  first  to  find  their  way 
into  the  school-room.  How  carefully  Mother 
Nature  has  protected  the  bloodroot  by  wrapping  the 
curled  leaf  around  the  lovely  flower.  The  delicate 
anemone  (windilower)  has  an  abundance  of  food 
stored  away  in  an  underground  stem.  Read  Lucy 
Larcom's  pretty  poem,  "The  Wind  Flower." 

JACK-IX-THE-PULPIT. 

Jack-in-the-pulpit  grows  in  abundance  and  is  a 
great  favorite.  Anticipate  the  thoughts  and  ques- 
tions of  the  children.  Why  called  Jack-in-the-pulpit? 
What  is  his  text?  His  Sermon?  Where  is  his  pulpit? 
The  children  may  observe  the  plant  throughout  the 
summer  and  notice  the  changes  in  appearance.  By 
what  other  name  is  it  known?  Is  it  of  any  use  to 
man? 


Special  Wokk.  141 

THE  TRILLIUM. 

The  Trillium  (Wake  Robin)  is  another  interest- 
ing spring-  flower.  Observe  it  carefully.  How  many 
petals?  How  many  sepals?  Look  at  the  pistil.  How 
many  horns  has  it?  How  do  the  parts  of  the  trillium 
compare  with  the  parts  of  the  anemone?  The  blood- 
root?  Whv  do  vou  think  it  has  been  named  "Tril- 
lium"? 

Take  up  other  spring  flowers  as  they  appear. 
Almost  every  flower  has  its  myth  or  legend.  Give 
these  in  connection  with  the  conversation  lessons. 
The  Legends  of  the  DandeHon,  the  Iris,  and  the  For- 
get-me-not, are  among  the  many  beautiful  ones  with 
which  the  children  should  be  familiar. 


SPECIAL  WORK. 


STUDY    OF   SEEDS. 

Through  the  conversation  lessons  bring  out  the 
observation  relating  to  the  preparation  of  the  gar- 
dens and  the  fields  for  the  planting  of  seeds.  Recall 
the  gathering  of  the  harvest  and  the  value  of  grains 
and  seeds  as  articles  of  food.  Now  the  seed  is  to  be 
studied  as  the  organ  of  reproduction.  Bring  before 
the  children  the  familiar  seed  used  in  the  Autumn 
work.  Among  these  are  the  corn,  the  bean,  the  pea, 
and  several  varieties  of  nuts.  Compare  the  bean 
and  the  corn  as  to  size,  shape  and  color.  Call  atten- 
tion to  prominent  marks  of  distinction  in  such  nuts 
as  the  walnut,  horse  chestnut,  hickory  nut  and  acorn. 

The  first  lesson  is  the  study  of  the  dry  seed.  How 
is  the  seed  covered?    How  protected?     Can  the  coat 


142  April. 

be  removed?  Why  not?  Is  there  life  in  the  seed? 
How  is  the  Hfe  brought  forth?  The  seed  must  be 
planted.  Thus  lead  the  children  to  see  the  other  con- 
ditions to  plant-life,  heat,  light,  and  moisture. 

GERMINATION. 

Soak  the  bean,  pea,  and  corn.  Remove  the  skin 
carefully  and  find  the  tiny  plantlet  within.  Compare 
the  bean  and  corn  as  to  the  position  of  the  little 
plantlet.  Of  what  use  are  the  thick  parts  of  these 
seeds  to  the  embryo  plantlet?  Nature  prepares  food 
for  the  young  plantlet,  just  as  parents  provide  for 
their  children. 

Plant  seeds  in  the  room  under  difTferent  condi- 
tions. Place  a  piece  of  moist  cotton  on  the  top  of  a 
glass  filled  with  water.  Sprinkle  the  cotton  with  flax- 
seed. Observe  the  rapid  growth.  Tiny  green  leaves 
form  a  mass  of  foliage,  while  silver  hair-like  roots 
grow  downward.  Prepare  window  boxes  for  seed 
planting.  Into  one  put  good  soil,  into  another  poor 
soil  and  into  a  third,  sand.  Plant  and  observe  the 
difference  in  growth  under  the  dififerent  conditions. 
Plant  another  box,  keeping  it  away  from  the  light. 
What  is  observed?  Notice  the  growing  plants.  In 
what  direction  do  they  tend?  Why?  Plants  seek  the 
light.  Examine  the  plantlets  frequently.  Compare 
the  corn  and  bean  as  to  their  leaves.  Was  there  any- 
thing in  the  seed  to  indicate  that  the  bean  would  have 
two  cotyledons  and  the  corn  only  one? 

THE  GROWING  PLANT. 

Study  now  the  three  parts  of  the  plantlet,  root, 
stem,  and  leaves.       What  is  the  work  of  the  root? 


Special  Wonr.  143 

Compare  it  with  the  stem.  How  is  the  root  fed? 
Show  the  clej)en(lence  of  stem  and  leaf  upon  the  root. 
\Miat  additional  food  does  the  stem  and  leaf  require? 
Keep  a  few  of  the  bean  plants.  Shortly  the  blossom 
will  appear,  then  the  food.  The  children  wall  thus 
understand  the  circuit  of  growth,  from  seed  to  seed 
by  having  it  brought  before  them  daily,  and  having 
their  attention  called  to  the  successive  steps  in  the 
development. 

If  possible  small  garden  beds  should  be  prepared 
in  some  suitable  place  in  or  near  the  school  yard 
(See  September  Xature  Work),  and  these  should  be 
planted  and  tended  by  the  children  under  the  teach- 
er's guidance. 

APRIL  OBSER\ATIOXS. 

I.     The  Awakening  to  New  Life. 

1.  The  flowers  from  the  earth. 

2.  The  leaves  on  trees  and  bushes. 

3.  The  butterfly  from  the  cocoon. 

4.  The  chicken  from  the  Qgg. 
IL     Flow^ers   for  Observation. 

1.  Anemone — Wind   Flower. 

2.  Bloodroot. 

3.  Jack-in-the-pulpit — Indian   Turnip. 

4.  Violet. 

5.  Dandelion — The  Day  Star. 

6.  Forget-me-not: 

7.  Trillium — \\'ake  Robm. 
The  drv  seed. 


III.     Seed  Stud^ 


The  soaked  seed. 
Seeds    planted    under    dif- 
ferent conditions. 


144 


April. 


R^.     Germination.  J 


V.     The  Plantlet    J  Stem. 
I  Leaves. 


^On  cotton  or  sponge. 

In  good  soil. 

In  poor  soil. 

In  sands. 
>  Root. 


COMPARISON    OF    THE    CHICKEN    AND    DUCK. 

The  chicken  and  duck  are  familiar  and  may  be 
selected  as  types  of  scratchers  and  swimmers. 


OUTLINE THE  DUCK. 

(Have  live  specimens  of  duck  and  chicken  before  the  class.) 


I.     A  Water  Bird.     < 


II.     Food 


Children  name  parts. 
Wdiere  often  seen? 
Form.     Compare  with 
the  chicken. 
Worms. 

Insects  and  Slugs. 
Water  plants. 
Grass. 
^  Bread. 

{Compare  foot  with  that  of  the  chicken. 
Why  has  the  duck  a  webbed  foot? 
How  many  toes  on  each  foot? 
r  Compare     with     chicken     as     to 
Iv'.     Legs  J     length,  size,  and  position. 

L  Does  the  duck  walk?    Can  it  run? 


Special  "Work. 


145 


V.     Feath- 
ers 


VII. 


Hatch- 
ing 


VI.     Bill     -<^ 


C  Examine  feathers.  They  are  close, 

thick,  and  warm. 
Some  are  long.    Some  are  short. 
They  are  beautiful  in  color. 
Bring  out  the  use  of  the  feathers 

to  the  cluck.    The  use  to  man. 
Compare  with  the   feathers  of  the 

chicken. 
Does  the  chicken  like  to  be  out  in 
the   rain?     Does   the   duck?      See 

poem. 
Compare  the  bill  of  the  duck  with 

the  bill  of  the  chicken. 
Compare  their  food. 
Has    the    duck    teeth?        Has    the 

chicken? 
How  is  their  food  digested? 
''  Compare  the  nests  of  the  duck  and 

the  chicken. 
Have   eggs  of  each  and  compare 

as  to  size,  shape,  and  color. 
The    duck    sits    upon  its  eggs  four 

weeks. 
The  hen  sits  three  weeks. 
Which  .of    the   two    is    the,  better 

mother? 
What  are  the  young  of  the  duck 

called? 
The  vouns:  of  the  chickeii? 


146  April. 

IL    LITERATURE  AND  HISTORY. 

THE  MOON  AND  STARS. 

The  Indians  call  April  the  Moon  of  Starry  Nights. 
The  nights  are  unusually  brilliant.  Have  the  children 
observe  the  splendor  of  the  April  skies.  Follow  the 
moon  from  the  crescent  to  the  full,  thence  to  the  cres- 
cent again. 

Tell  the  Indian  story  of  the  four  dragons  whose 
duty  it  was  to  eat  the  moon.  Explain  simply  the 
source  from  which  the  moon  receives  its  light.  Com- 
pare the  light  of  the  moon  with  the  light  of  the  sun. 
What  do  the  children  see  in  the  moon?  Not  all  will 
see  the  same  picture.  Tell  the  children  the  "Moon 
Stories"  of  the  different  countries. 

Observe  the  stars.  Children  report  their  observa- 
tions. Some  stars  twinkle.  Some  look  like  the  sun. 
Some  are  larger  than  others.  Locate  with  them  the 
evening  star,  the  milky  way,  and  the  great  dipper. 
See  the  stories  adapted  to  these  lessons  in  the  outline, 

FRIEDRICH-  FROEBEL. 

The  picture  of  Froebel  has  a  place  in  the  primary 
room  as  well  as  in  the  kindergarten.  Let  the  children 
know  that  he  was  a  great  teacher,  and,  better  still,  that 
he  was  the  friend  of  the  little  children.  April  brings 
the  anniversary  of  his  birthday.  Plan  the  work  of  this 
day  so  that  much  of  the  kindergarten  material  may  be 
used.  Give  a  folding  lesson  from  the  colored  squares 
and  a  weaving  lesson,  using  the  prettiest  of  the  mats. 
Tell  the  story  of  his  life,  beginning  with  the  little  boy, 
Froebel.     See  suggestions  in  outline. 


LiTERATL'RE    AND    HI8TORY.  147 

Commit  the  following  stanza  : 


■fe 


"April  brings  the  springtime  flowers, 
And  wakes  the  Easter  morn, 
April  IS  the  merry  month 
When  Froebel,  too,  was  born." 

OUTLINE FRIEDRICn  FROEBEL. 

Froebel  as  a  Little  Boy. 

1.  His  home  and  parents. 

2.  His  lonely  life. 

3.  His  love  for  birds,  flowers,  and  animals. 

4.  How  he  tried  to  build  churches  from  pieces 

of  wood. 

5.  His  school  life. 
Froebel  as  a  Man. 

1.  He  becomes  a  teacher. 

2.  He  names  his  school  boys.     Why? 

3.  Froebel's  gifts. 

4.  Froebel  and  the  home. 

5.  Froebel's  death. 

6.  Show  the  plan  of  the  monument  erected  to 

his  memory. 


Stories. 

1.  "The    Life    of    a    Bean," — Plant    Life.— Florence 

Bass. 

2.  "The    Straw,   the    Coal    of    Fire,   and   the   Bean," 

Grimm's   Fairy   Tales. 

3.  "The  Pea  Blossom,"  Hans  Andersen. 

4.  "The  Farmer  and  the  Birds,"  Child's  World. 

5.  "The  Lost  Chicken,"  lb. 

6.  "The  Story  of  Speckle,"  lb. 

7.  "The      Street     Musicians,"     McMurry's      Classic 

Stories. 

8.  "The  Ugly  Duckling,"  Andersen. 


148  Apeil. 

'  Floiccr  Legends. 

1.  "The    Legend    of    the    Dandelion,"    All    the    Year 

Round. — Spring. 

2.  "The  Legend   of   the   Iris,''   Stories   from   Flower 

Land. 

3.  ''The   Forget-me-not."   See  memory  poem. 

4.  "The    Legend    of    the     Anemone."      See     memory 

poem. 

Moon  Siories. 

The  Greek  Storv — "The  ]\Ioon  Maiden,"  Wiltse. 
The  Hindoo  Story— 'The  Rabbit,"  Wiltse. 
The  Egyptian  Story — "The  ]\Ioon  God."  Wiltse. 
The  Iceland  Story — "Jack  and  Jill,"  Fiske. 
The  Indian   Story. — Cooke's   ^^lyths. 

The  History  of  a  Seed. 

[Make  suitable  illustrations  for  each  stanza  on  the  black- 
board.] 

I.     The  Seed. 

"Only  a  little  seed. 
Very  small  indeed. 
Put  it  in  the  ground, 
In  a  little  mound, 
Then  wait  and  see, 
What  it  will  be. 

The  Vine. 

The  seed  became  a  lovely  vine. 

That  o'er  the  brown  earth  loved  to  twine, 

A.t  our  feet  so  very  low 

Went  on  and  on  to  grow  and  grow. 

3.     The  Flozi'cr. 

The   summer's  rain,  the   summer's  shine, 
That  wet  and  warmed  the  pretty  vine, 
Had  somehow  quite  a  wondrous  power, 
That  wrought  a  lovely  yellow  flower. 


Literature  and  History.  149 


4.     The  Fruit. 

The  little  flower  grew  and  grew, 
In  sun  and  shower  and  moistening  dew ; 
And  when  the  leaves  began  to  fall. 
There  lay  a  lovely  yellow  ball, 
The  prize  for  harvest  best  of  all." 
What  was  the  fruit? 

Jack-iu-thc-Pulpit. 

Jack-in-the-pulpit  is  preaching  to-day. 
That's  what  the  birds  and  the  children  say. 
Preaching  a  sermon  for  them,  you  see, 
Not  heard  by  old-folks,  like  you  and  me. 

The  birds  trill  his  text  o'er.  "Spring-time  is  here," 
And  children  quick  echo,  "Oh!  Dear.  Oh,  Dear;" 
Jack  talks  of  tops,  and  marbles,  and  hoops. 
Balls  and  bats,  with  no  hmt  of  books. 

For  out  in  the  woods.  Jack  holds  church. 
And  who  wants  lessons  with  smell  of  birch, 
And  odor  of  violets  and  all  things  swtet, 
And  birds  with  chorus  of  "Tweet!"  "Tweet!" 

Haven't  you  seen  them,  the  boys  and  girls 
With  laughing  eyes  and  hair  all  curls? 
Running  to  hear  Jack's  sermon,  they  say. 
For  them  and  the  birds,  this  sweet  spring  day. 

—  Ellen  Le-Garde. 

Memory  Poem. 

"Who  likes  the  rain?" 

"I,"  said  the  duck,  "I  call  it  fun. 
For  I  have  my  little  rubbers  on ; 
They  make  a  cunning  three-toed  track 
In  the  soft,  cool  mud;  quack!  quack!" 

"I."  cried  the  dandelion,   "I, 
My  roots  are  thirsty,  my  buds  are  dry;" 
And  she  lifted  a  towsled  yellow  head 
Out  of  her  green  and  grassy  bed. 

Sang  the  brook;  'T  laugh  at  every  drop, 
And  wish  they'd  never  need  to  stop 
Till  a  big,  big  river  I  grew  to  be. 
And  could  find  my  way  out  to  the  sea." 


150  April. 

"I,"  shouted  Ted,  "for  I  can  run, 
With  my  high-top   boots,  and  the  rain-coat  on, 
Through  every  puddle  and  runlet  and  pool 
That  I  find  on  my  way  to  school." 

— Clara  Doty  Bates. 

April. 

"Good  morning,  sweet  April 
So  winsome  and  shy, 
With  a  smile  on  your  lip 
And  a  tear  in  your  eye. 
There  are  pretty  hepaticas 
Hid  in  your  hair, 
And  bonny  blue  violets 
Clustering  there." 

The  Nezi'  Moon. 

Dear  mother,  how  pretty 

The  moon  looks  to-nighl  ! 

She  was  never  so  cunning  before ; 

Her  two  little  horns 

Are  so  sharp  and  so  bright, 

I  hope  she'll  not  grow  any  more. 

If  I  were  up  there 

With  you  and  my  friends 

I'd  rock  in  it  nicely  you'd  see ; 

I'd  sit  in  the  middle 

And  hold  by  both  ends. 

Oh,  what  a  bright  cradle  'tvvould  be  ! 

I  would  call  to  the  stars 

To  keep  out  of  the  way, 

Lest  we  should  rock  over  their  toes ; 

And  then  I  would  rock 

Till  the  dawn  of  the  day, 

And  see  where  the  pretty  moon  goes. 

And  there  we  would  stay 

In  the  beautiful  skies ; 

And  through  the  bright  clouds  we  would  roam. 

We  would  see  the  sun  set, 

And  see  the  sun  rise, 

And  on  the  next  rainbow  come  home. 

—Mrs.  Follen. 


Xlmi'.kr.  151 


Suggestive  Poems. 


'Twinkle,  Twinkle,  little  Star,"  Jane  Taylor. 
'The  Stars  are  Coming."  Nature  in  Verse. 
'The   Sunbean^s,"  Eniilie  Ponlsson,  lb. 
'Stop,  Stop,  pretty  Water,  '  Mrs.  Pollen,  lb. 
'The  Little  Red  Hen,"  lb. 


III.    NUMBER, 


Nature's  arrangement  of  petals  and  sepals,  ot 
calyx  and  corolla,  of  stamen  and  pistil,  certainly  teaches 
that  number  may  be  largely  taught  through  nature. 
Many  of  the  early  flowers  are  simple  in  their  construc- 
tion, and  may  be  made  a  valuable  help  in  teaching  the 
''four  steps''  in  number  work.  If  one  corolla  has  five 
leaves,  how^  many  leaves  have  two  corollas  ?  The  prob- 
lem is  vastly  more  interesting  than  a  book  problem, 
which  perhaps  bears  no  relation  to  the  child's  interests. 

This  being  the  Froebel  month,  bring  color  lessons 
into  the  number  work.  Grouping  of  circles  and  tri- 
angles and  squares  into  beauty  forms.  Mounting  of 
the  spring  flowers  in  groups.  Group  of  stars  cut  or 
folded  from  colored  papers.  Drawings  of  ducklings 
and  young  chickens  growing  out  of  the  literature  work. 
Number  and  nature  go  hand  in  hand  in  the  month  of 
April. 

Outline  of  Number  Lessons  for  April. 

1.  The  fundamental  operations.     Concrete. 

2.  The  writing  of  numbers. 

Explain  unit's  place ;   ten's  place. 

3.  Money  lessons.       (Educational  toy  money.) 


1B2  April. 

Teach  :     Ten  cents  in  one  dime. 
Ten  dimes  in  one  dollar. 

4.  Problems  in  buying  and  selling. 

Children  estimate  values.  AMiat  can  be 
bought  for  a  dime?  A  dollar?  Five  dol- 
lars. 

5.  Teach  ^  and  -J-  of  10. 

6.  A  line  ten  inches ;   a  line  ten  feet. 

7.  A  rectangle  loXi-     Another  5X2. 

Compare  rectangles  as  suggested  in  pre- 
vious outlines. 

8.  Arrange  all  known  combinations  into  tables. 

Give  daily  drills  in  quick  work.  Arrange 
the  other  three  steps  likewise. 

9.  Arrange    color    work    in   mounting    lessons, 

using  ten  circles,  ten  triangles,  ten  squares. 
10.  Science  problems  related  to  the  nature  work. 


IV.    LANGUAGE. 


READING. 

I.     Selected  lessons   from  ''Stories   for  Young 
Readers.''     Florence  Bass. 

1.  Spring  Rain. 

2.  The  Wind  and  the  Sun. 

3.  Stories  of  the  Dandelion. 

4.  The  Life  of  a  Bean. 

IL     Selected    Reading   Lessons    from    "All    the 
Year  Round."     Spring. 

1.  The  Bean  Plant. 

2.  The  Straw,  the  Coal,  and  the  Bean. 

3.  The  Pea  Vme  and  Blossom. 


Language.  153 

4.  The  Trillium. 

5.  The  Dandelion ;   also,  The  Legend. 

6.  The  Duck. 

7.  The  Hen. 

SCRAP  CARDS  FOR  READING. 

Supplementary  reading  may  be  arranged  by  the 
teacher  who  is  not  fortunate  in  having  many  books 
provided.  ^lake  clippings  from  educational  papers. 
Mount  the  lessons  on  cards  and  arrange  in  sets  adapted 
to  the  time  of  the  year  and  the  subject  under  consider- 
ation. 

i\Iany  short  myths  and  legends  referred  to  in  the 
outlines  will  provide  excellent  material  for  oral  repro- 
duction. Encourage  and  insist  on  the  child's  telling  a 
connected  story.  Write  short  stories  upon  the  board 
for  sight  reading.  Have  the  same  stories  copied,  in- 
sisting on  the  best  the  children  can  do.  Follow  other 
suggestions  found  in  former  months. 

Printed  stories,  such  as 
The  Bean. 

1.  We  had  some  beans  in  a  box. 

2.  The  little  seeds  were  asleep. 

3.  We  put  them  to  bed  in  some  earth. 

4.  The  earth  made  a  nice  cover  for  them. 

5.  The  little  beans  will  soon  wake  up. 

6.  They  will  begin  to  grow. 

7.  Their  coats  will  soon  become  too  small. 

8.  They  will  soon  peep  through  the  earth. 

9.  Beans  have  two  seed  leaves. 

•  •  10.  Sometimes  we  call  the  seed-leaves  cotyl- 

edons. 


154  April. 

V.    THE  ARTS. 

Music. 

1.  "See   IMillions    of   bright    Raindrops,"    Jenks    and 

Walker. 

2.  "Seven  little  Fairies  came,"  lb. 

3.  "Over  the  bare  Hills,"  lb. 

4.  "The  Song  of  the  Bee,"  lb. 

5.  "Five  little  Chickens,"  Whiting's  ]\Iusic  Book. 

6.  "Twinkle,  Twinkle,  little  Star,'  15. 

7.  "The  Cow  has  a  Horn,"  lb. 

Six  Nice  Ducks. 


Six  nice  ducks  that  I  cnce  knew. 

Fat  ducks,  pretty  ducks  they  were,   too. 

But  the  one  with  the  feather  curled  up  on  his  back. 

He  ruled  the  others  with  his  quack,  quack,  quack. 

With  his   quack,  quack,   quack; 

He  ruled  the  others  with  his  quack,  quack,  quack. 


Across  green  fields  those  ducks  would  go, 
Widdle,  waddle,  widdle  waddle,  all  in  a  row, 
But  the  one  with  the  feather  curled  up  on  his  back, 
He  led  the  others  with  his  quack,  quack,  quack,  etc. 


Here  a  fat  bug,  and  there  a  small  toad. 

They  snapped  up  quickly  when  on  the  road. 

But  the  one  with  the  feather  curled  up  on  his  back, 

He  ate  the  biggest  with  his  quack,  quack,  quack,  etc 

4- 
Down  to  the  brook  they  went  with  a  dash. 
Into  the  water  with  many  a  splash. 
But  the  one  with  the  feather  curled  up  on  his  back. 
He  swam  the  fastest  with  his  quack,  quack,  quack,  et( 

5. 

If  I'd  tell  you    all  these  ducks  did. 

The  nice  time  they  had  in  the  meadow  hid, 

But  the  one  with  the  feather  curled  up  on  his  back. 

He  told  the  story  with  his  auack,  quack,  quack,  etc. 


The  Arts.  155 

DRAWING. 

1.  The  Ugly  Duckling.     Story  illustrated. 

2.  Drawing  lessons.     The  dry  seeds.     The  lit- 

tle plantlet.     Finish  in  water  colors. 

3.  Sewing      lessons.      Leaves,      flowers.      The 

chicken.     The  duck. 

4.  Illustrate  the  poem,  ''Only  a  Little  Seed." 

5.  Illustrate  the  Moon  Stories. 

6.  iModel  eggs  in  clay.     Color  some  for  Easter. 

7.  Draw  a  star.     Cut  stars.     Fold  stars. 

WRITING. 

1.  Write  words  from  dictation. 

2.  Write  sentences  from  words. 

3.  Write  short  stories  from  given  subjects. 

4.  Complete  capital  and  small  forms. 


MAY, 


L    NATURE  STUDY. 


THE  CHILD   AS  AN   OBSERVER. 


Children  are  naturally  keen 
"observers.  The  pleasure  and 
Value  derived  from  being  al- 
lowed to  report  his  observa- 
tions is  too  often  denied  the 
wide-awake  child.  He  sees 
that  the  days  are  becoming 
longer  and  warmer;  apple 
buds  have  changed  to  apple 
blossoms ;  April  flowers  are 
disappearing  and  more  bril- 
liant ones,  but  not  rnore  beautiful,  are  taking  their 
places.  New  birds  are  daily  arriving.  Of  all  these 
things  the  children  wish  to  be  reporters.  Should 
the  child  be  reproved  who  comes  to  school  a 
few  minutes  late  and  reports,  "I  saw  an  oriole 
building  its  nest,  or  a  robin  feeding  its  young"? 
Last  year  a  boy  from  the  second  grade  was 
absent  all  day.  He  returned  the  next  day  with  at  least 
a  dozen  different  kinds  of  nests  which  had  been  aban- 

156 


Getting  Lesson  Material 
FROM  Nature. 


Nature  Study.  157 

doncd.  He  had  studied  in  nature's  school  all  day.  The 
nests  were  arranged  and  studied,  not  only  in  his  own 
room,  but  in  other  departments. 

STUDY  OF  NEST  BUILDING. 

The  familiar  birds  are  all  back  again  in  their  ac- 
customed haunts.  Let  the  children  name  all  the  differ- 
ent kinds  they  have  seen.  Keep  a  list  upon  the  board 
for  reference.  Have  them  report  where  certain  birds 
are  building,  how  they  are  constructing  their  nests,  and 
the  materials  used.  Who  taught  the  bird  how  to  build 
its  nest?  Does  it  build  the  same  way  each  successive 
year?  There  are  no  new  styles  in  bird  architecture, 
yet  each  bird  has  its  own  individual  way  of  building. 
Are  our  homes  all  built  alike?  Show  that  there  is  as 
much  difference  in  the  architecture  of  nests  as  of  hous- 
es, as  to  material,  form,  skill,  and  beauty.  Name  the 
materials  from  which  our  houses  are  made.  The  bird's 
materials  are  wood,  stone,  twigs,  straw,  hair,  feathers, 
moss,  seaweed,  heather,  mud,  sand,  strings,  cotton,  etc. 
Make  a  list  of  these  materials,  keeping  it  upon  the 
blackboard.  Have  the  children  report  the  materials 
used  by  the  birds  which  they  are  observing.  Teach 
here  the  poems,  "Bird  Trades."  What  do  the  birds 
use  for  tools  ? 

MOVEMENTS  AND   SOUNDS  OF  BIRDS. 

How  do  the  birds  go  from  place  to  place?  Do 
they  always  fly?  Watch  the  robin.  Does  it  travel 
over  the  ground  as  the  chicken  and  duck  do?  Now 
look  at  the  crow.  Some  birds  hop.  Which  ones? 
Some  birds  walk.  Tell  the  story  of  the  little  boy  who 
asked  the  bird,  "Whv  some  birds  walk  and  some  birds 


158  May. 

hop."  Talk  about  the  sounds  made  by  the  birds. 
Some  chatter,  some  scold,  and  some  use  plaintive  and 
coaxing  tones.  Think  about  their  habits.  Which  ones 
are  objectionable?     Compare  with  the  habits  of  people. 

ROBIN   AND  BLUEBIRD. 

The  robin  and  the  blue  bird  are  not  only  the  most 
familiar,  but.  the  favorite  birds  of  the  children.  They 
have,  therefore,  been  selected  for  spcial  study.  For 
preparation  make  blackboard  illustrations  of  these  birds 
and  the  kind  of  nest  each  one  builds.  Have  before  the 
class  the  stuffed  bird  for  a  study  of  the  parts.  Pre- 
pare out-door  lessons  for  a  study  of  the  habits  and 
characteristics.  When  teaching  the  robin's  nest  and 
food,  use  the  poems,  "What  Robin  Told,"  and  "Robin 
and  the  Cherries."  In  the  blue  bird  work  use  the 
poem,  "The  Maiden  and  the  Bluebird." 

A  longer  list  of  legends,  stories,  and  poems  will  be 
given  this  month  because  of  the  abundance  of  good 
material  from  which  to  select.  For  additional  sugges- 
tions see  following  outline,  "Bird  Questions"  and 
"Bird  History" : 

THE  ROBIN. 

1.  Appearance.     Distinguishing  points. 

2.  Size.     Compare  with  blue  bird,  swallow. 

3.  Color.     Compare  male  bird  with  female. 
Industry. 
Cleanliness. 
Love. 

Devotion  to  young  ones. 
Cheerfulness. 

,  Courage. 


4.  Habits 


Nature  Study. 


159 


5.  Food 


6.  Song 


7.  Nest 


(  Insects. 

Spiders. 

Grubs. 

Worms. 

Cherries. 

Berries. 

Plums. 
r  What  is  the  song  ? 

When  does  he  sing? 
LDo  both  birds  sing? 
f  Material. 

Where  built. 

How  constructed. 

Number  of  eggs.    Color.    Size. 

Time  required  for  hatching. 

Appearance  of  baby  robins. 

Care  of  the  young. 
The  Baby  Birds. 

1.  Size  when  hatched. 

2.  Covered  with  down. 

3.  Appearance  of  feathers. 

4.  Food.     Of  what  does  it  consist? 

5.  Amount  of  food  consumed. 

6.  The  training  of  a  robin.     Give  the  story 

of  "Tip-Top." 

7.  Rapidity  of  growth. 


BIRD  QUESTIONS. 

In  the  development  lesson  ask  many  questions 
which  will  arouse  a  spirit  of  investigation.  Allow  the 
children,  if  necessary,  to  observe  and  report  at  another 
lesson.  For  little  children  these  questions  must  nec- 
essarily be  very  simple  and  short.     The  following  list 


160  May. 

will  illustrate  :  When  did  the  robins  return  ?  Where 
had  they  been  ?  In  what  kind  of  trees  do  robins  build  ? 
In  which  part  of  the  tree?  With  what  do  they  build 
their  nests  ?  What  are  robins'  tools  ?  How  is  the  nest 
lined?  What  color  is  the  robin's  eggs?  Which  bird 
sits  on  the  eggs?  \Miat  does  the  father  bird  do? 
What  is  the  food  of  the  baby  birds  ?  Do  they  eat  much  ? 
Do  they  grow  rapidly?  How  do  they  learn  to  fly? 
Time  for  hatching?     How  many  broods  a  season? 

Prepare  an  outline  for  the  teaching  of  the  blue 
bird  similar  to  the  robin  outline.  Prepare  a  list  of 
questions  adapted  to  the  outline. 

SOME  FACTS  ABOUT  BIRDS. 

Birds  of  prey  do  not  have  the  gift  of  song. 

Wild  birds  do  not  sing  more  than  ten  weeks  in  the 
year. 

The  woodpecker's  call  is  not  musical.  It  is  like  a 
harsh  cry. 

The  cat  bird  mews.  It  sometimes  imitates  the 
sounds  of  other  birds. 

The  meadow  lark  is  a  great  whistler. 

The  robin  is  the  cheerful  singer. 

The  wood  thrush  is  said  to  be  the  most  beautiful, 
the  finest  in  song,  and  the  noblest  in  character  of  the 
winged  order  in  America. 

The  smallest  egg  is  that  of  the  ^Mexican  hum- 
ming bird.     It  is  scarcely  larger  than  a  pin's  head. 

The  largest  egg  is  that  of  the  ostrich.  It  weighs 
three  pounds,  and  is  considered  equal  in  amount  to 
twenty- four  hens'  eggs. 

Robins  come  early  in  the  spring.  At  first  they 
appear  one  at  a  time. 


Nature  Stidy.  161 

The  robin  is  the  last  bird  to  go  to  bed  at  night. 
Its  eyes  are  large  and  it  can  well  see  by  a  dim  light. 
It  is  also  an  early  riser. 

The  bluebirds  come  north  about  the  last  of  Feb- 
ruary or  the  first  of  March. 

The  blue  birds  are  the  first  birds  to  mate.  They 
mate  about  the  first  of  April. 

The  meadow  lark  builds  its  nest  upon  the  ground. 

The  rook  is  the  only  bird  that  repairs  its  nest  in 
the  autumn.  The  same  birds  use  the  same  nests  year 
after  year.  Just  before  migrating  they  put  their  nests 
in  order  for  the  winter. 

The  barn  swallows  come  in  May  and  migrate  early 
in  September. 

The  cliff  swallow  is  known  by  his  square  tail. 

It  is  estimated  that  a  swallow  flies  at  least  a  mile 
a  minute. 

The  chimney  sw^allow  is  the  largest  of  the  Ameri- 
can species. 

Swallows  are  affectionate.  Many  build  together. 
They  use  the  same  nest  year  after  year. 

The  sw^allow  secures  its  food  while  on  the  wing. 

The  sand  martin  usually  builds  in  cliffs  and  sand 
stones,  boring  holes,  with  its  closed  beak,  two  or  three 
feet  in  depth. 

It  is  estimated  that  one  crow  wnll  destroy  700,000 
insects  every  year. 

The  humming  bird's  nest  is  made  of  ferns,  and 
mosses,  and  lichens,  glued  together.  They  are  the 
most  courageous  and  combative  birds  in  existence. 

It  is  an  established  fact  that  as  the  number  of  birds 
decrease  there  is  a  proportional  increase  of  insects, 
grubs  and  worms. 


162 


May. 


Frogs  and  Toads, 
study  of  eggs. 

Make  a  visit  to  a  pond.  Find  the  eggs  of  the  frog 
and  the  toad.  The  eggs  of  the  frog  are  in  a  jelly-Hke 
mass,  while  the  eggs  of  the  toad  are  in  long  strings. 
Both  are  deposited  in  shallow  water,  upon  leaves  or 
other  vegetable  matter.  Study  the  toad  by  comparison 
with  the  frog,  the  first  difference  being  noticed  in  the 
protection  of  the  eggs. 

Secure  a  mass  of  frog's  eggs,  placing  them  in  a 
glass  jar  of  water.  These  eggs  will  change  in  shape, 
and  with  a  little  care  hatch  in  the  jar.  Both  frog  and 
toad  pass  through  the  tadpole  stage.  Secure  tadpoles 
of  different  sizes  and  watch  the  development. 

THE  FROG  AND  TOAD. 

r  Found  in  masses  and  strings. 
L     The  Eggs.  J  Size, color,  shape,  covering. 
L  Time  for  hatching. 
^  Gills  appear. 
II.     The  Hind  legs. 

Tadpole.  \  Front  legs. 

Tail  shortens  and  disappears. 
Gills  disappear  as  lungs  develop 
Observe  head,  eyes,  feet,  coat,  tongue. 
A  land  and  water  animal. 
Full-grown  at  five  years. 
Lives  to  ten  or  twelve  years. 
How  the  frog  changes  his  dress. 
The  food  of  frogs. 
The  music  of  the  frog. 
The  use  of  the  frog  to  man. 
IV.     Compare  outline  of  the  frog. 


III.     Frog.^ 


Literature  and  History.  163 

II.    LITERATURE  AND  HISTORY. 

Stories. 

''Mr.  and  Mrs.  Robin,"  Cat  Tails. 

"The  Xest  of  many  Colors,"  Child's  World. 

"Little  Yeilow  Wing.  '  lb. 

"The  Origin  of  the  Robin,"  Indian  Legend. 

"How  the  Robin  got  its  red  Breast,"  Legend. 

"The  Origin  of  the  Woodpecker,"  Cooke's  Myths, 

"The  Story  of  Tip-top." 

"The  Broken  Wing,"  Indian  Myth. 

"]\Ir.  Rana's  Dinner,"  Our  Shy  Neighbors. 

"Rain  Frogs,"  lb. 

"Fish  or  Frogs,"  Cat  Tails. 

"The  Frog's  Eggs,"  All  the  Year -Round.     Spring. 

Poems. 

"The  Emperor  Bird's  Nest." 

"Who  stole  the  Eggs?" 

"What  the  Bluebird  Said." 

"The  Polliwog." 

"The  Month  of  May." 

"Bird  Trades." 

"The  JMaiden  and  the  Bluebird." 

The  Polliwog. 

A  tiny  little  polliwog 
And  little  brothers  three,     . 
Lived  in  the  water  near  a  log, 
As  happy  as  could  be 

A-swimming,  swimming,  all  the  day, 
A-sleeping  all  the  night; 
And  trying,  though  they  were  so  gay, 
To  do  just  what  was  right. 

A-growing,  growing  all  the  while. 
Because  they  did  their  best ; 
But  I'm  afraid  that  you  will  smile 
When  I  tell  you  the  rest. 

One  morning  sitting  on  the  log 
They  looked  in  mute  surprise; 
Four  legs  had  every  polliwog. 
Where  two  had  met  their  eyes. 


164  May. 


Their  mother  letting  fall  a  tear 
Said,  "Oh  my  polliwogs, 
It  can't  be  you  that's  sitting  there" 
For  all  of  them  were  frogs. 

And  with  their  legs  had  grown  some  lungs 
So  you  just  wait  and  see, 
In  summer  time  their  little  tongues 
Will  sing,  ''Ka-chunk,"  with  glee. 

Month  of  May. 

Here  I  am,  and  how  do  you  do? 
I've  come  afar  to  visit  you. 
Little  children,  glad  and  free. 
Are  you  ready  now  for  me  ? 

I'm  the  month  of  May! 

I've  a  store  of  treasures  rare. 
Laid  away  with  greatest  care — 
Days  of  sunshine,  song,  and  flowers. 
Earth  made  into  fairy  bowers  ! 
I'm  the  month  of  May! 

In  my  loaded  trunk  I  bring. 
Bees  to  buzz,  and  birds  to  sing! 
Flowers  to  fill  the  balmy  air, 
Violets  are  hiding  there ! — 

I'm  the  month  of  May ! 

— Youth's  Companion. 

Bird  Trades. 

The  swallow  is  a  mason, 
And  underneath  the  eaves 
He  builds  a  nest  and  plasters  it 
With  mud,  and  hay,  and  leaves. 

The  woodpecker  is  hard  at  work; 
A  carpenter  is  he; 
And  you  may  find  him  hammering 
His  house  high  up  a  tree. 

The  bull-finch  knows  and  practices 
The  basket-maker's  trade ; 
See  what  a  cradle  for  his  young 
The  little  thing  has  made. 


Literature  and  History.  165 

Of  all  the  weavers  that  I  know, 
The  oriole  is  the  best : 
High  on  the  maple  tree  he  weaves 
A  cozy  little  nest. 

The  goldfinch  is  a  fuller ; 

A  skillful  workman  he ! 

Of  wool  and  threads  he  makes  a  nest 

That  you  would  like  to  see. 

Some  little  birds  are  miners ; 
Some  build  upon  the  ground ; 
And  busy  little  tailors,  too. 
Among  the  birds  arc  found. 

The  cuckoo  laughs  to  see  them  work ; 
"Not  so."  he  says,  "we  do, 

My  wife  and  I  take  others'  nests, 

And  live  at  ease, — cuckoo !" 

The  Bluebird's  Story.  ' 

'My  back  is  blue  just  like  the  sky, 

So  are  my  wings  with  which  I  fly ; 

My  breast  is  red,  not  very  bright. 

And  a  few  of  my  feathers  you'll  find  are  white; 

I've  been  here  a  month,  my  mate's  come  too, 

Her,  dress  is  a  little  brighter  blue; 

We  are  keeping  house. — Now  don't  you  tell — 

In  that  old  apple  tree  near  the  well. 

And  some  day  soon,  I  hope  there'll  be 

Five  little  bluebirds  in  that  tree." 

The  Maiden  and  the  Bluebird. 

"Pretty  little  bluebird, 
Won't  you  tell  me  true, 
Wh\^  you  wear  a  brown  vest 
With  your  suit  of  blue?" 

"O.  little  maiden,  truly, 
While  flying  very  low, 
I  brushed  against  the  brown  earth 
Long  and  long  ago. 

And  once,  my  little  maiden, 
While  flying  very  high. 
My  back  and  wings  w^ent  brushing 
Against  the  summer  sky." 


166  May 


Sancy  little  bluebird. 
Singing,  off  he  flew, 
With  his  pretty  orown  vest 
And  his  suit  of  blue. 

— The  Educational  Repository. 

The  Sweet  Red  Rose. 

"'Good  morrow,  little  rose  bush, 
Now  prithee,  tell  me  true 
To  be  as  sweet  as  a  red  rose. 
What  must  a  body  do?" 

"To  be  as  sweet  as  a  red  rose 
A  little  girl  like  you. 
Just  grows,  and  grows,  and  grows, 
And  that's  what  she  must  do." 

— ^lary  Mapes  Dodge. 

The  Forget-Me-Not. 

'When  to  flowers  so  bi^autiful 

The  Father  gave  a  name. 
Back  came  a  little  blue-eyed  one, 

All  timidly  she  rame ; 
And  standing  at  the  Father's  feet. 

And  gazing  in  his  face. 

She  said  with  meek  and  timid  voice, 

Yet  with  a  gentle  grace, 
"Dear  Lord,  the  name  thou  gavest  me, 

Alas,  I  have  forgot !" 
The  Father  kindly  looked  at  her, 

And  said,  "Forget  me  not." 

Why  Cherries  Grozv. 

"Why  do  cherries  grow?" 

Said  I.  Robin  Red, 
"Cherries  overhead 

In  the  ?leam  and  glow — 

Why  do  cherries  grow?" 

Paused  he  oerkishly. 
While  he  plucked  at  one,     * 

Flushing  in  the  sun. 
Then  he  said  to  me,  said  he, 
"Cherries  grow  for  me." 


NlMBKK.  167 

Reference  Books. 

"In  the  Child's  World."  Poiilsson. 

"Bird  Ways."  Olive  Thorne  Miller. 

"A  Year  with  the  Birds."  Flagg. 

"Our  Shy  Neighbors,"  Mrs.  M.  A.  B.  Kelly. 

"All  the  Year  Round,"  Frances  Strong. 


III.    NUMBER. 

A  Review  of  the  Year's  Work. 

Test  children's  knowledge: 

1.  Of   the   combinations,   separations,   multipli- 

cations, and  divisions  of  numbers  as  far  as 
desirable. 

2.  Of  all  the  even  fractional  parts  of  numbers. 

3.  Of  measurements ;    i   inch  to  10  inches.     I 

foot  to  10  feet. 

4.  Of  time ;    the   number  of  days   in  a  week ; 

weeks  in  a  month ;   months  in  a  year. 

5.  Of  triangles,  rectangles,  pentagons,  and  hex- 

agons of  given  dimensions. 

6.  Of  lines ;   horizontal,  vertical,  oblique. 

7.  Of  areas  of  rectangles. 

8.  Of  money  values. 

To  know  money  pieces  at  sight. 
To  make  change  accurately. 
To  estimate  value  of  things. 
To  buy  and  sell. 

9.  Outside  measurement.     Pleasure  and  lay  off 

in  sq.  ft.  garden  and  flower  beds. 


168 


May. 


IV.    LANGUAGE. 

Review  as  far  as  possible  the  vocabulary  of  the 


vear 


Give  frequent  tests  of  the  work  of  past  months. 

1.  In  quick  recognition  of  words. 

2.  Correct  pronunciation  of  words. 

3.  In  writing  words  from  dictation, 

4.  In  writing  words  from  memory. 

5.  In  the  correct  use  of  capital  letters. 

6.  Writing  of  sentences. 

7.  Writing  of  stories. 

8.  Correct  use  of  marks  of  punctuation  as  far 

as  taught. 
Selected  lessons  for  reading  from  ''AH  the  Year 
Round." 

1.  The  robin. 

2.  How  the  robin  got  its  red  breast. 

3.  The  humming  bird. 

4.  The  woodpecker. 

5.  The  origin  of  the  woodpecker. 

6.  The  frog's  eggs. 

7.  Frogs  and  toads. 

A  Lesson  on  the  Bluebird. 

[The  following  is  a  stenographic  report  of  a  lesson  on 
the  Bluebird  as  compared  with  the  Robin.  The  lesson  was 
given  recently  by  a  student  teacher  in  the  Model  School.] 

Teacher's  Preparation. — Blackboard  illustrations 
of  both  the  robin  and  the  blue  bird.  The  nests  of  the 
birds  to  be  studied.  Eggs  drawn  and  colored.  Poem 
written  upon  the  blackboard.  Work  covered  until  it  is 
needed. 


Language.  169 

Picture  of  the  blue  bird  shown.  Children  being 
asked  what  they  would  like  to  sing,  reply,  "I  know  the 
song  that  the  bluebird  is  singing."  (This  song  had 
been  previously  taught  in  anticipation  of  the  work  on 
the  bluebird.)  Why  do  we  wish  to  sing  about  the 
blue  bird?  "Because  it  is  drawn  upon  the  board  and 
we  are  going  to  study  about  it."  Yes,  that  is  right. 
\\q  are  going  to  study  the  bluebird.  I  want  you  all 
to  look  at  this  pretty  little  fellow  for  a  few  moments, 
and  then  we  will  tell  each  other  what  we  have  seen. 
(After  the  children  have  observed  closely,  let  them  state 
their  observations.)  Now,  who  is  ready?  John,  "The 
bird  has  two  blue  wings."  Katharine.  "The  bluebird 
has  a  black  bill."  Arthur,  "The  bluebird  has  a  yel- 
low breast."  Is  it  yellow,  Arthur?  "No,  it  looks 
something  like  red."  The  color  of  the  breast  is  a  red- 
dish brown.  Henry,  "The  bluebird  has  eight  toes." 
How  many  on  each  foot,  Josephine?  Four  is  right. 
Now  you  have  talked  about  the  color  of  the  wings,  and 
the  bill,  and  the  breast.  Does  any  one  see  another  color? 
Martha,  "There  are  white  feathers  on  the  wings  and  the 
tail."  Good.  Come  and  point  out  the  white  feathers. 
Now  let  us  write  the  words  that  we  are  thinking 
about  upon  the  board.  This  will  fix  the  main  points. 
The  words  bluebird,  bill,  feet,  toes,  wings,  eyes,  tail, 
head,  feathers,  blue,  black,  vv^hite,  etc.,  will  be  given  by 
the  different  children  of  the  class.  Drill  upon  these 
words.  Fix  them  by  associations.  Point  to  a  word  in 
the  list.  Have  some  child  find  the  part  of  the  bird  de- 
scribed by  the  word.  Have  each  child  select  a  word 
and  write  a  story  about  it.  Point  to  the  words.  Chil- 
dren make  oral  statements.     Copy  the  words. 


170  May. 

We  have  another  picture  (showing  picture).  Last 
week  you  sang  Robin,  Robin  Redbreast,  did  you  not? 
Let  us  now  look  at  the  two  birds  and  see  wherein  they 
are  ahke,  and  how  they  are  different.  Children  will 
tell  of  the  obvious  points ;  two  eyes,  two  feet,  wings, 
tail,  toes,  etc.  Xow  let  us  lok  at  the  color  of  these 
birds.  Lloyd,  tell  us  about  the  color  of  the  breast. 
"They  are  nearly  alike  in  color."  Ernest,  tell  us  about 
the  color  of  the  back.  "The  bluebird's  back  is  blue. 
The  robin's  back  is  brown  and  black.''  William,  what 
have  you  to  tell  ?  "The  blue  bird  has  some  white  feath- 
ers." A'incent,  tell  us  about  the  size  of  these  birds. 
"The  robin  is  larger  than  the  bluebird."  Do  you 
think  of  a  bird  that  is  about  the  size  of  a  bluebird? 
Alvie,  "The  sparrow."  Then,  Alvie,  how  do  you  know 
a  bluebird  from  a  sparrow?  "The  sparrow  is  not  the 
same  color  as  the  bluebird."  Then  we  know  two  ways 
by  which  we  may  tell  one  bird  from  anotlier.  What 
are  the  ways,  Mary?     "Color  and  size. 

Now  let  us  think  about  the  homes  of  these  birds. 
Wesley,  where  do  we  often  see  the  robin?  "In  our 
yards;  they  come  near  to  our  houses."  Is  the  robin 
a  tame  bird  or  a  wild  one,  ]^Iary?  "A  tame  bird." 
Why?  "Because  he  is  not  afraid  of  us;  he  eats  the 
crumbs  which  we  throw  to  him."  William,  "He  builds 
his  nest  near  our  houses.  Henry,  "He  sings  near  the 
window."     Yes  ;  now  let  us  sing-,  "\Miat  Robin  Told." 

Now,  what  about  the  bluebird?  Edna,  "The  blue- 
bird does  not  come  so  near  the  house  as  the  robin 
does."  Herman,  "We  can  hear  the  bluebird  singing, 
but  we  can't  see  him."  Russell,  is  the  bluebird  a  tame 
bird?     "No,  he  is  not. tame  like  the  robin."     Does  his 


Lanciuage.  171 

song  sound  like  the  robin's  song?     Will  you  all  watch 
for  a  blue  bird  and  listen  to  hi5  song? 

\\'here  do  the  blue  birds  build  their  nests?  "In 
trees."  Yes,  and  in  hollow  posts  and  in  bird-houses. 
Do  they  build  as  near  to  our  homes  as  the  robins  do? 
"Xo  ;  they  are  more  afraid  of  us,  and  build  farther  away 
from  our  houses."  (Showing  nests  of  several  birds.) 
Which  is  the  robin's  nest?  Which  the  blue  birds? 
''The  bluebird's  nest  is  not  large."  "The  bluebirds 
put  more  hair  in  their  nests."  (Here  is  a  discussion  of 
the  materials  used  in  the  building  of  each  of  the  nests.) 
Have  you  ever  seen  the  eggs  of  the  bluebird?  How 
many  does  the  mother  bird  lay?  Generally  five  pale- 
blue  eggs.  How  many  eggs  does  the  mother  robin 
lay?  Yes,  about  the  same  number  as  the  bluebird. 
\\'hat  is  the  color  of  the  robin's  egg?  We  will  call  it 
a  bluish  green.  Which  is  the  larger  egg?  'The  rob- 
in's egg  is  a  litlte  larger  than  the  bluebird's."  Com- 
pare the  food  of  the  baby  bluebirds  with  the  food  of 
the  baby  robin.  (The  robin  having  been  previously 
studied,  the  children  will  readily  respond.) 

The  bluebird  tells  his  own  story  very  prettily. 
\\'ould  you  like  to  hear  what  he  says?  \\'ell,  here  it 
is  written  upon  the  blackboard.  We  will  move  the 
curtain  and  hear 

\Miich  bird  is  talking?  "The  father  bird."  How 
can  we  tell  the  father  bird  from  the  mother-  bird? 
What  does  the  story  say  about  her  dress  ?  ''Her  dress 
is  a  little  brighter  blue.''  Where  are  they  keeping 
house?  He  says,  "They  are  keeping  house  in  the  old 
apple  tree  near  the  well."  How  many  little  bluebirds 
does  he  hope  there  will  be?     Yes,  five.     Was  this  a 


172  May. 

very  wild  bluebird  ?  What  can  we  do  to  keep  the  birds 
near  our  homes?  Ernest,  ''Give  them  food."  Lloyd, 
"Build  houses  for  them."  William,  ''Do  not  frighten 
them."  Edna,  "Do  not  kill  them."  Would  these  boys 
and  girls  like  to  have  a  world  without  any  birds  ?  Can 
you  help  to  protect  them? 

Mr.  Bluebird's  Story. 

"My  back  is  blue  just  like  the  sky 
So  are  my  wings  with  which  I  fly ; 
My  breast  is  red,  not  very  bright. 
And  a  few  of  my  feathers  you  will  find  are  white. 
I've  been  here  a  month,  my  mate's  here  too, 
Her  dress  is  a  little  brighter  blue. 
We're  keeping  house,  now  don't  you  tell, 
In  the  old  apple  tree  near  the  well. 
And  some  day  soon,  I  hope  there'll  be 
Five  little  blue  birds  up  in  that  tree." 

[Note. — The  material  in  this  lesson  would  probably  suf- 
fice for  a  week's  time.  The  new  words  are  to  be  learned. 
Language  lessons,  oral  and  written,  should  be  part  of  every 
recitation.  Much  seat  work  will  grow  out  of  the  develop- 
ment lessons.  Words  are  to  be  copied  from  the  board,  and 
recalled  from  memory.  The  eggs  may  be  modeled  in  clay  and 
colored  with  the  water  colors.  The  children  may  cut  the  egg- 
form  from  paper  and  color.  Other  seat  lessons  are  easily 
planned.] 


V.    THE  ARTS, 

MUSIC. 


1.  Complete  and  review  the  interval  work  ar- 

ranged for  the  first  year. 

2.  Complete  chart  exercises  to  one-sharp. 


TiiK  Arts.  173 


Songs. 


1.  "Pretty   little  Violets,"'  Jenks  and  Walker. 

2.  "See    my    little    Birdie's    Nest,"     Anna     Gordan's 

Marching  Songs. 

3.  "Two  little    Robins   in   their    Nest,"'    Jenks    and 

Walker. 

4.  "Robin,  Robin  Redbreast,"  lb. 

5.  "All  the  Birds  have  come  again." 

6.  "1  know  the  Song  that  the  Bluebird  is  Singing," 

Child  Garden,  March,  1898. 

7.  "Tiddlely-Winks  and  Tiddlely-We,"    Child    Gar- 

den, April,  1898. 

8.  "What  Robin  Told,"  American  Primary  Teacher, 

March,   1898. 

9.  "America." 

10.  "The  Happy  Hen,"   (For  April),   Guy  Burleson's 

Marching  Songs. 

11.  "A  Little  Woodpecker  am  I,"  Jenks  and  Walker. 

DRAWING. 

1.  Pictures  of  birds  studied. 

2.  Drawing  and  painting  of  eggs. 

3.  Clay  modeling  of  the  robin's  tgg. 

4.  Sewing  of  birds  in  colors. 

5.  Teacher  illustrate   in  successive   steps    from 

the  Ggg  to  the  frog. 

6.  Draw  flowers  and  leaves  from  the  object. 

7.  Water  color  work. 

8.  Secure  pictures  of  many  different  kinds  of 

nests. 

9.  Draw  a  robin's  nest. 

WRITING. 

See  suggestions  under  Language. 


n  B  o  o  ktt) 

[Among  the  many  books  on  Nature  Work,  and  _Litera- 
ture.  the  following  list  has  been-  selected  for  special  reference 
in  the  first  year  work.] 

''Stories  from  Flower  Land."     ^lara  Pratt.     Educational  Pub- 
lishing Co.,  Boston. 

"Stories  from  Garden  and  Field."  Educational  Publishing  Co. 

"The  Child's  Book  of  Nature."    Worthington  Hooker.  Ameri- 
can Book  Co.,  New  York. 

"Special  Method  in  Science."     Mc^^^Iurry.     Public  School  Pub- 
lishing Co.,  Bloomington,  111. 

"Nature  Study."     W.   S.  Jackman.     Henry  Holt  &  Co..   New 
York. 

"Lessons    on   Elementary    Science."      Salmon   and    WoodhuU. 
Longmans,  Green  &  Co.,  New  Y^ork. 

"Glimpses  of  the  Animate  World."    James  Johonnot.     D.  Ap- 
pleton  &  Co.,  New  Y'ork. 

"Animals  and  Birds.     Their  Homes  and  their  Habits."    Uncle 
Warren.     J.  B.  Lippincott  Co.,  Philadelphia. 

"From   Seed  to   Leaf."     Jane   Newell.     Ginn  &  Co.,   Boston. 

"Plants  and  their  Children."     Dana.    American  Book  Co. 

"Wake  Robin."     John  Burroughs.     Houghton,  ]\Iiffiin  &  Co., 
Boston. 

"Little  Brothers  of  the  xA.ir."  Olive  Thorne  ^Miller.  Houghton, 
Mifflin  &  Co. 

"Children   of  the   Cold."     Frederick   Schwatka.     The   Cassell 
Publishing  Co.,  New  Y'ork. 

"The  Story  Hour."     Kate  Douglas  Wiggin  and  Nora  Archi- 
bald Smith.     Houghton,  ]\Iifflin  &  Co. 

"Cat  Tails  and  other  Tails.  '     !^Iary  Howlilson,  Kindergarten 
Literature  Co.,  Chicago. 

174 


Books.  175 

"Child's  Christ  Tales."    Andrea  Hofer  Protidfoot.     Publishers 

Child-Garden,  Morgan  Park,  111. 
"Bird  Ways."    Olive  Thorne  Miller.     Houghton,  Mifflin  &  Co. 
"Classic    Stories    for    Little    Ones."     Mrs.    Lida    Brown    Mc- 

Murry.     Public  School  Publishing  Co.,   Bloomington,  111. 
"Old  Glory."    A.  E.  Maltby.     Slippery  Rock,  Pa. 
"Nature  Study  and  Life."     Hodge.     Ginn  &  Co. 
"Jean  Mitchell's  School."     Public  School  Pub.  Co.,  Blooming- 
ton,  111. 
"Little  Black  Sambo."     Helen  Bannerman.     Frederick  Stokes 

&  Co.,  N.  Y. 
"The  Snow  Baby,"  Frederick  Stokes  &  Co.,  N.  Y. 
"The  Story  of  Ab."     By  Stanley  Waterloo. 
"Nature  Myths  and  Stories."    Flora  J.  Cooke.     A.  Flanagan, 

Chicago. 
"The  Plan  Books."     A.  Flanagan. 
"In  the   Child's   World."    Emilie    Poulsson.     IMilton  Bradley 

Co.,  Springfield,  Mass. 
"Nature  in  Verse."     Mary  I.  Lovejoy.     Silver,  Burdett  &  Co., 

Boston. 
"Seven  Little  Sisters."    Jane  Andrews.  Ginn  &  Co. 
"Stories  of  the  Red  Children."     Educational  Publishing  Co. 
"Stories   of    Colonial   Children."     ]\Iara    Pratt.       Educational 

Publishing  Co. 
"Short  Stories  of  our  Shy  Neighbors."    Mrs.  M.  A.  B.  Kelly. 

American  Book  Co. 
"A  Year  with  the  Birds."    Wilson  Flagg.     Educational  Pub- 
lishing Co. 
"Plant    Life."      Nature    Stories    for    Young   Readers.      D.    C. 

Heath  &  Co.,  Boston. 
"All  the  Year  Round."     Ginn  &  Co. 
"Stepping    Stones   to   Literature."    Sarah   Louise    Arnold   and 

Charles  B.  Gilbert.     Silver,  Burdett  &  Co. 
"Songs  and  Games  for  Little  Ones."     Gertrude  Walker  and 

Harriet  Jenks.     Oliver  Ditson  Company. 
"First  Music  Reader."     Whitmg.     D.   C.   Heath  &  Co.,   New 

York. 
"Songs   for   Little  Children."     Eleanor   Smith.    Milton   Brad- 
ley Co.,   Springfield,  Mass. 


176  Books. 

''Marching  Plays  for  Homes,  Kindergartens  and  Primary 
Schools."     Guy  Burleson.     Alpha  Publishing  Co.,  Boston. 

"In  Story  Land."     Elizabeth  Harrison.     Milton   Bradley  Co. 

''Our  Common  Birds  and  How  to  Know  Them."  John  B. 
Grant.     Charles  Scribner's  Sons,  New  York. 

"Practical  Color  Work."     Milton  Bradley  Co. 

"Aunt  Martha's  Corner  Cupboard."  Educational  Publishing 
Company. 

"The  Storv  of  Lincoln."     Public  School  Publishing  Co. 


yl  Kindergarten  Material  iM 

The  following  is  a  list  of  Kindergarten  material  used  in  the  first 
year  work.  All  these  materials  can  be  procured  from  the  Milton  Brad- 
ley Co  ,  Springfield,  Mass.  Send  for  catalogue,  "  Bradley's  Kinder- 
garten Material  and  School  Aids." 

T.  Spheres,  cubes,  cylinders.  See  catalogue  for  prices  and 
postage. 

2.  Tablets,  any  form  except  F.    Price,  6oc  per  hundred. 

3.  Kindergarten  Parquetry.  Each  envelope  contains  icoo  pieces 
of  one  form.  Ungummed,  coated,  inch  squares.  Price,  per  envelope, 
18c.  See  catalogue  for  prices  of  gummed  half  squares,  circles,  equi- 
lateral triangles,  etc. 

4.  Mounting  Sheets. 

12  leaves,  8x8,  white  Bristol,    So  12 
100      ''    10x10,     "  •'  I  25 

5.  Plain  Sticks. 

Plain.      Colored. 

1000  sticks,  5  inches  long $0  20       So  35 

4      "        "     18  30 

"      3      '         "     15  25 

"        "      2      "        *'     12  20 

"      I      "        "       08  15 

See  catalogue  for  postage  on  all  goods. 

6.  Perforated  Sewing  Cards.  One  hundred  cards.  Si. 00.  A 
simple  series  of  designs  beginning  with  the  circle.    See  catalogue. 

7.  C'.)lored  Threads.     Twelve  spools,  assorted  colors,  6oc. 

8.  Folding  and  cutting  paper.  One  hundred  squares,  4x4,  un- 
ruled, coated,  price,  50c.  These  squares  can  be  procured  in  a  standard 
color  with  tints  and  shades.    For  engine  colors  see  catalogue. 

9.  Weaving.  Mats  4%X43/4  inches,  slits  i^  inch  wide.  Each  pack- 
age of  12  mats  and  fringes,  loc.  This  is  the  most  suitable  mat  for 
beginning.    For  other  sizes  see  catalogue. 

10.  Brick  of  Dry  Clay.  One  brick  of  5  pounds,  artists'  clay. 
Price,  25. 

11.  Wooden  Beads.  Mrs.  Mailman's  14  inch  beads,  (spheres, 
cubes  and  cylinders),  per  gross,  40c. 

12.  School  Scissors.    Price  per  dozen,  Si. 25. 

13.  Natural  History  Sewing  Cards. 

Plants,  No.  2  box,  50  cards,  40c. 
Vertebrates,  25  cards,  30c. 

14.  Colored  pencils,  assorted  in  box,  loc. 

15.  Wax  Crayons.    Eight  crayons  in  a  box.    Price  per  box,  loc. 

16.  Water  Colors.  Boxes  of  paints  and  brushes  may  be  pro- 
cured from  the  same  company.    Send  for  special  Water  Color  circular. 

177 


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